Exploring critical thinking in music education: a phenomenological study of secondary school teachers' perceptions and the path to critical music literacy

Purpose This study aims to explore music teachers' perceptions of critical thinking in relation to critical music literacy (CML), focusing on how teachers understand and enact CML within culturally situated music education contexts in Indonesia. Design/methodology/approach Adopting a phenomenological qualitative approach, this study investigates the lived experiences of 15 Indonesian music teachers who teach both Western and traditional music in their respective cultural communities. Data were collected through semi-structured interviews and analyzed thematically to examine how teachers conceptualized CML in their professional practice. Findings The findings reveal that teachers perceive critical thinking as central to developing deeper musical understanding and fostering student engagement. Teachers' conceptualizations of CML emphasize an approach that begins with auditory sensitivity, values students' diverse talents and interests and integrates local musical traditions with global influences. CML is understood not merely as a set of technical musical skills but as a reflective practice shaped by social and cultural interactions. Originality/value This study contributes to qualitative research in music education by foregrounding teachers' perspectives on CML in a non-Western context. It highlights the potential of CML as a culturally responsive and reflective pedagogical framework that supports meaningful music-making grounded in students' social and cultural realities.