Hospitality and Emotional Safety in Intercultural Distance Learning: Strategies for Inclusive Music Pedagogy

Abstract

This study examines how instrumental music educators employ diverse strategies to establish comfortable openings in synchronous online teaching between a Scandinavian Conservatory and two Chinese music middle schools. Drawing on 42 video recordings, stimulated recall, and two focus group interviews, the research examines how teachers utilize humor, praise, metaphors, and structured routines to foster culturally responsive and emotionally supportive learning environments. Framed within the concept of “hospitality in education,” the study highlights how relational care and intercultural sensitivity are essential for reducing student anxiety and enhancing engagement in high-pressure performance contexts. The use of video-stimulated recall reveals how teachers reflect on their own practices, adapt to technological and cultural challenges, and develop strategies to build trust and connection across linguistic and geographic boundaries. Findings contribute to the development of professional development frameworks that prioritize wellbeing, inclusion, and intercultural competence in online music education. By centering teacher empathy and student comfort, this research offers actionable insights into how cross-cultural communication strategies in synchronous online lessons can support the holistic development of musicians in diverse global contexts.