Research On The Localization Path Of College Students' Ethnic Music Literacy Cultivation Under Globalization Background

Abstract

The cultivation of ethnic music literacy among college students represents a critical intersection where global educational standardization meets local cultural preservation imperatives. This meta-analytical study synthesizes empirical evidence from 28 peer-reviewed studies conducted between 2020-2024, encompassing data from 15,847 participants across 12 countries to examine the effectiveness of localized ethnic music education approaches in higher education contexts. Through systematic analysis of quantitative outcomes, this research reveals statistically significant positive effects (pooled effect size d = 0.67, 95% CI [0.52, 0.82], p < 0.001) of culturally responsive ethnic music pedagogy on student cultural identity development, academic achievement, and intercultural competency. The study employed random-effects meta-analysis with heterogeneity assessment (I² = 71.2%, τ² = 0.089, Q = 94.6, df = 27, p < 0.001), revealing moderate to high between-study variance requiring subgroup analysis. Six complex data visualizations present: (1) forest plot of standardized mean differences across cultural contexts, (2) funnel plot for publication bias assessment, (3) cumulative meta-analysis demonstrating temporal consistency, (4) subgroup analysis by pedagogical approach, (5) meta-regression examining moderating variables, and (6) network analysis of cross-cultural learning pathways. Results demonstrate that technology-enhanced localization strategies show superior effectiveness (d = 0.84, SE = 0.12) compared to traditional approaches (d = 0.51, SE = 0.08), while community-partnership models generate the largest effect sizes (d = 0.91, SE = 0.15). These findings provide robust empirical foundations for evidence-based policy development in ethnic music education, supporting the integration of local cultural knowledge systems within globally standardized higher education frameworks while maintaining pedagogical rigor and cultural authenticity.