AEC Annual Congress and General Assembly 2025

Pre-Congress Workshop in collaboration with YMTE

9:30 – 13:00

Workshop Overview: 

The Bologna process established competence-based education with agreed-upon learning outcomes for music studies within Higher Music Education (HME) institutions in Europe. However, pre-college music education lacks a standardised approach. The Polifonia pre-college working group suggested back in 2007 competences aligned with HME outcomes, serving as a theoretical model requiring further development. In the framework of an Erasmus+ project YMTE and AEC now pick up on that need.

The project endeavours to establish a European reference framework and ensure quality assurance for the specialized pre-college level of music education, fostering a cohesive curricular alignment between pre-college music education and higher music education. It seeks to pinpoint, deliberate, and establish key competences, learning outcomes, and standardized quality measures that strengthen the interconnection between the levels of musical education.

The workshop offers participants the opportunity to gain insight into the project, including the preliminary results of a comprehensive mapping of learning outcomes and admission requirements from institutions across Europe.

Based on this, participants are invited to reflect, share personal experience and together formulate recommended measures that can be put in place to reduce barriers and to strengthen diversity, equity, and inclusion in the transition between pre-college music education and higher music education.

This workshop will be run in English.

Workshop Format: 

The workshop will be designed as a combination of presentations, case study analysis and small group discussions (Delphi rounds):

1. Welcome & Context Setting
2. Presentation and Case Study Snapshots
3. Delphi Round 1 – Small Group Discussions
4. Plenary Sharing & Consolidation
5. Delphi Round 2 – Prioritisation & Refinement
6. Final Validation & Next Steps
7. Closing Reflections

Workshop content:

The workshop contains a presentation of the current YMTE Erasmus+ project, a short introduction to the Polifonia Report on Pre-college Music Education in Europe and highlights from the ongoing mapping and analysis of pre-college music education and higher music education across Europe (HME).

During a combination of group discussions and plenary sessions, participants will identify desired (including emerging) competences, engage in critical discussion, and formulate recommendations regarding enhanced DEI, competences and corresponding learning outcomes.

Expected Outcomes: 

By the end of the workshop, participants will have gained a deeper understanding of the barriers within the musical ecosystem, as well as their roots in tradition and established practices. Through their engagement in the workshop’s analyses and discussions, participants will have made a significant contribution to fostering stronger connections between educational levels and promoting more diverse participation. Ultimately, this will lead to improved access and a broader recruitment base for music education across Europe.

Who Should Attend: 

This workshop is open to everyone with an interest in improving access to music education: Senior management, department heads, other decision-makers, teaching staff and students in both Pre-college and HME institutions.

Pre-Congress Workshops A Abstract Translation FR DE IT

Free of charge pre-Congress workshop for students by EPASA

09:30 – 13:00

With Iveri Kekenadze Gustafsson, Marloes De Nul, Mimi Harmer, Monica Vejgaard, Natalie Roe

What is student leadership? Why should students be involved in leadership roles? And how can different leadership styles help us all grow, as individuals, teams, and communities?

In this interactive workshop, students and student representatives will come together and be given the opportunity to explore these key questions. Through discussion, reflection, and practical activities, participants will develop a deeper understanding of leadership in all its formats, from formalised roles to everyday influence. The discussion will include leadership roles both within the Performing Arts sector and non-creative sectors to get a broad range of views. Participants will have the opportunity to connect with each other, and share their own experiences of what it means to be a young leader.

At the end of the workshop, we will be joined by a panel of former student leaders at different stages of their careers for a fireside chat who will reflect on how they honed their leadership skills in a conservatoire setting.

Students will leave this workshop with a new perspective into leadership, connections with other participants, and questions and ideas which they can take back to their own institutions and artistic communities.

This session is open to students and student representatives.

Pre-Congress Workshops B Abstract Translation FR DE IT

09:30 – 13:00

with Prof. Dr. Simone Graf (medicine), Prof. Dr. André Lee (medicine and music), Dr. med., M.Mus. Johanna Doll (medicine and music), Prof. Isabel Gabbe (music)

Musicians are characterised by exceptionally intensive professional training, which usually begins in childhood. By the time they start their studies, they have usually already spent around ten thousand hours practicing their instrument. This leads to a high level of technical expertise but also brings with it specific health challenges.

While there are now established structures with specialised sports physicians for professional athletes, medical care for musicians has not yet been standardised across the board. Fortunately, there are now specialised physicians and centres that focus on the specific needs of musicians.

This session will examine the medical characteristics of musicians from various perspectives. One focus will be on hearing health, which is of central importance to musicians and plays a crucial role for orchestra musicians in particular, as they are exposed to high noise levels. We will also look at rare but significant movement disorders such as musician’s dystonia, a complex neurological disorder that can significantly impair the ability to play music. We explain what is known about the development, diagnosis and treatment of this condition and what preventive measures can be taken to minimise the risk of developing it.

The programme is supplemented by practical movement exercises that can be easily integrated into the everyday working lives of musicians and non-musicians alike and can help prevent muscle tension and promote general health.

09:30 – 10:15                   Why musician’s medicine? (André Lee/Johanna Doll)

10:15 – 10:30                   Movement session (Isabel Gabbe)

10:30 – 11:15                   Hearing health for musicians (Simone Graf)

11:15–11:30 a.m.            Exercise session (Isabel Gabbe)

11:30–11:45 a.m.                         Break

11:45–12:00 p.m.            Exercise session (Isabel Gabbe)

12:00–12:45 p.m.            Movement disorders in musicians (Johanna Doll-Lee)

Pre-Congress Workshops C Abstract Translation FR DE IT

with Cliodhna O’Connor, Royal Irish Academy of Music, Dublin, moderated by Deborah Kelleher, AEC President

• A lot can be learned from comparing and contrasting the worlds of high performance sports and performing arts. Presenting key principles and approaches utilised in sport will allow for an exploration of how effectively they can translate to music conservatoires. Some topics addressed will be
  Defining high performance
  Principles of developing talent
  Framing the endeavour for individual impact
  Collaboration and cohesion to create a highly effective interdisciplinary support team.

As teachers, coaches or practitioners supporting performers how do we define our jobs? As a starting point consider the following, in order to effectively support ambitious athletes or musicians we need to be able to, state what matters, identify how it can be measured, and understand how can we can change it.

PARALLEL SESSIONS A – HW1 Translation Abstract FR DE IT

Franziska Wallner, Institute for Coaching and Career (active session including body work) Mozarteum Salzburg – moderated by Elisabeth Gutjahr

The Institute for Coaching & Career brings together teaching, workshops, courses, and coaching programs that promote students’ physical and mental well-being, provide foundations in self-management, and support the transition from university education into professional life. A key factor for building a long-term, healthy career is strengthening personal resilience, which goes beyond mere stress management: it is the interplay of mental fitness, conscious self-leadership, and awareness of one’s own abilities. Not only stress- and self-management tools are crucial: those who know their strengths and can apply them flexibly are better equipped to navigate transitions with confidence and to seize opportunities for new, flexible career paths beyond traditional trajectories. Franziska Wallner, Head of the Institute for Coaching & Career, presents the work of the institute and connects insights on stress management and self-leadership with findings from labor market research. She offers a glimpse into her work with music students and her research on “transferable skills,” deriving strategies to strengthen both individual and collective future readiness, while also reflecting on the evolving self-concept of classical musicians today.

PARALLEL SESSIONS A – HW2 Abstract Translation FR DE IT

with Thomas Ballhausen, Mozarteum Salzburg, and Michelangelo Galeati, Music4D PNRR project by Conservatorio di Palermo, and Petr Vašků, doctoral student at the Janacek Academy, Brno, moderated by Barbara Willi, AEC Council Member

How can we use digital innovation to improve educational formats in Higher Music Education?

What skill set do we need to blend Artificial intelligence with Artistic intelligence? (Thomas Ballhausen)

What Possibilities and Challenges Emerge When You Hire a ChatGPT as a Choreographer (Case Study). How does collaborating with large language models affect the creative process and what opportunities and challenges does the collaboration bring? (Petr Vašku)

How can internationalized digital competencies enhance and innovate HEIs? (Michelangelo Galeati)

Three researchers, academics and artists share their experiences and insights into AI-driven artistic and pedagogical formats in 10 minutes contributions. Ten to fifteen minutes long discussion follows each section, moderated by Barbara M. Willi (JAMU).

Thomas Ballhausen (Mozarteum University) opens the discussion with “Teaching Future Skills in the Digital Age. An Artist’s Perspective on Innovation, Complexity, and Artistic Intelligence.” He argues for an art-driven pedagogy that embraces speculation, imagination, and the complexity of innovation as essential components of future skills. By integrating ethical reflection and the concept of Artistic Intelligence, his contribution invites a rethinking of teaching and learning as creative and context-sensitive acts within the digital condition.

Petr Vašku (Ph.D. student of Janáček Academy of Performing Arts Brno)

Human-AI Co-Creation: CHatGPT as a “choreographic object.“

Petr Vašků presents insights from the Prompt Dancer project, an experimental collaboration between a group of artists and ChatGPT-4 in creating a live dance entirely choreographed by AI. Can a deep language model, devoid of human emotions and experiential nuances, truly encapsulate the complexity of bodily knowledge and artistic performance? What possibilities and limitations emerged in such co-creative process and what does it tell us about creativity and authorship in the digital era? The study highlights both the artistic potential of generative systems and the need for critical awareness of their conceptual biases, offering valuable implications for artistic pedagogy.

Michelangelo Galeati (Conservatorio Santa Cecilia di Roma / Conservatorio di Palermo) introduces MUSIC4D – Music, entrepreneUrshIp, Creativity, For the Digital revolution, a PNRR-funded initiative at the Conservatorio di Musica Alessandro Scarlatti in Palermo. The project exemplifies how digital infrastructures, international collaboration, and innovative curricula can modernize the Italian Higher Arts Education system. By fostering digital competence, creativity, and sustainability, MUSIC4D aims to empower a new generation of musicians to act as cultural innovators in a connected world.

PARALLEL SESSIONS A – EP1 Abstract Translation FR DE IT

session moderated by Monica Vejgaard and Miranda Harmer, EPASA

By 2030, Millennials and Gen Z will make up nearly three-quarters of the global workforce. Yet only 6% of Gen Z workers say their primary career goal is to reach a leadership position. Does this point to a leadership pipeline crisis – or simply a redefinition of what leadership means?

For many young people, success is no longer measured by climbing to the top but by pursuing values such as meaningful work, financial security, and genuine wellbeing. Rather than chasing traditional hierarchies, they often prioritise learning and development, work-life balance, and lateral growth.

Paradoxically, younger workers already embody many of the traits organisations claim to want in leaders: continuous learning, openness to diverse perspectives, and a willingness to question the status quo. They look for leaders who have taken unconventional paths – leaders who inspire through fresh ideas rather than rigid titles. These are mindsets and competencies which are facilitated and fostered through creative arts education.

In this session, members of the EPASA board will share their own perspectives on leadership: why they do – or do not – aspire to leadership roles, what motivates them, and the challenges they encounter as young people navigating artistic education and careers.

Through dialogue and reflection, we will ask together: What motivates young people to lead today? What kind of leadership do they envision for tomorrow? And how can institutions adapt to support these emerging forms of leadership?

PARALLEL SESSIONS A – LA1 Abstract Translations DE FR IT

with Ashkhen Fixova, AEC and Maria Kalleitner-Huber, Mozarteum Salzburg, Play Green group

The participants will be offered practical tips and strategies for shaping effective policies that embed sustainable practices into everyday work. Through collaborative group work, attendees will design a draft green policy, set priorities, and exchange experiences and ideas. The session aims to move participants from awareness to action, fostering a shared understanding of how individual and collective efforts can reinforce long-term sustainability goals while sharing solutions and best practices. 

PARALLEL SESSIONS A – CLIMATE Salon Abstract Translation FR DE IT

Stefanie Lanzdorf, president of Live Music Now, Salzburg and Nancy Smith, Live Music Now Munich, project coordinator of Community Music Networks, Munich, moderated by Elisabeth Gutjahr

Music, amongst all the great arts, is the language which penetrates most deeply into the human spirit, reaching people through every barrier, disability, language and circumstance…. This is why it has been my dream to bring music back into the lives of those people whose lives are especially prone to stress and suffering so that it might comfort, heal and bring delight.“

Yehudi Menuhin

Live Music Now was founded in 1977 by Yehudi Menuhin and Ian Stoutzker in England. Young highly talented professional musicians are selected to perform in places where people do not have access to live music: hospitals, prisons, retirement homes, asylum seekers homes, etc. These musicians gain performance experience, come in direct contact with people who experience challenging circumstances, deepen their empathy and learn about music´s deep and immediate impact. The audiences in turn experience a brief time-out from their everyday suffering and might even gain new strength and hope. Today Live Music Now thrives and has associations in eight countries all over Europe (England, Scotland, Austria, Germany, France, Czech Republic, Netherlands, Svitzerland).

PARALLEL SESSIONS B – HW1 Abstract Translation FR DE IT

Home

with George Waddell, Performance Research and Innovation Fellow at the Royal College of Music, moderated by Thom Gilbert, chair of the AEC Digitisation WG

This session outlines how the tools and technologies of Performance Science have been embedded within performance training at the Royal College of Music, with particular focus on its state-of-the-art Performance Laboratories. These spaces recreate the visual, acoustic, and social elements of performance, allowing performers to experience dynamic performance environments in controlled settings while collecting data through advanced performance capture technologies. This session outlines the implementation of such spaces within and beyond the conservatoire curriculum to enhance training and understanding of musicians’ health and professional skills, to foster radically interdisciplinary exchange, to drive enterprise, and to stage innovative multimodal concert experiences.

See the Performance Laboratories on the BBC

Read more about the Performance Laboratories

Read more about the Centre for Performance Science

PARALLEL SESSIONS B – HW2 Abstract Translation FR DE IT

workshop by Artemi-Maria Gioti (Mozarteum)

This workshop will combine an open discussion with a lecture by composer and researcher Artemi-Maria Gioti on her artistic research exploring critical perspectives on AI gained through practice-based inquiry. In her lecture, Gioti will delve into critical themes explored in her works, questioning the notion of generalizability—the presumed capacity of machine learning algorithms to apply insights from training data to novel contexts—and deconstructing data, by challenging their neutrality and highlighting their material and processual dimensions. More broadly, the lecture will explore the intersection between artistic practice and critical discourse on AI, by addressing the questions: What can artistic research reveal about the mechanisms and assumptions underlying AI? And how can such critique shape broader conversations on technology?

In the workshop segment, participants will actively explore how research in and on music can contribute to critical AI studies. Through discussion and collaborative reflection, attendees will consider how artistic practices can reveal algorithmic biases, question data assumptions and open new perspectives on the societal impact of AI. The session encourages a dialogue between theory and practice, fostering insights into how music research can contribute meaningfully to critical discourse on emerging technologies.

Artemi-Maria Gioti is a composer and artistic researcher conducting critical research at the intersection of music and artificial intelligence (AI). She is Professor of Artistic Research in Music at Mozarteum University Salzburg.

PARALLEL SESSIONS B – EP1 Abstract Translation FR DE IT

Round Table on Education and Profession with representatives of the AEC platforms, Claire Michon (EMP), Jan-Gerd Krueger (IRC and Education and Profession WG), Jere Laukkanen (PJP), Matthias Hermann (EPARM) and Anothai Nitibhon (TFG), moderated by Keld Hosbond, AEC Council Member, with contributions by Miranda Harmer and Monica Vejgaard, EPASA

This round table explores the dynamic relationship between musical tradition and the evolving professional landscape. Panelists from AEC platforms (EMP, IRC, PJP, EPARM, TFG) will reflect on what tradition means today and how it can remain impactful without losing its avant-garde potential. The discussion will examine the role of institutions as creative incubators, connecting students with peers and fostering experimentation. We will also address the challenges posed by technological change and shifting labor markets, questioning how education equips students for future professional realities. Through interactive dialogue, alumnae contributions, and audience engagement, the session seeks to highlight innovative strategies for linking education and profession. P articipants will explore ways to honor roots while embracing the possibilities of change, imagining the next phase of music education and professional life.

PARALLEL SESSIONS B – EP2 Abstract Translation FR DE IT

with Lars Ebert, moderator (CAE), Maria Hansen, ELIA and Natalie Roe, EPASA

Are we alone? (open session)

As leaders in higher arts education, we find ourselves navigating a rapidly shifting landscape. Budget cuts, political pressures, global uncertainty, and the growing demand for internal wellbeing have created a complex environment where traditional roadmaps no longer apply.

How do we lead when the territory is unknown? How do we navigate the isolation that often comes with responsibility, especially when the situations we face are ones we were never prepared for?

This Open Space session invites honest conversation about the realities of leadership today. Participants are encouraged to propose topics, raise difficult questions, and reflect on how leadership must evolve in response to these pressures. Join us!

This session builds on and deepens the dialogue initiated at the ELIA Leadership Symposium in mid-October. Moderator Lars Ebert will carry forward a provocation from that symposium to spark further reflection and exchange.

PARALLEL SESSIONS B – LA1 Abstract Translation FR DE IT

with Ashkhen Fixova, AEC and Maria Kalleitner-Huber, Mozarteum Salzburg

The participants will be offered practical tips and strategies for shaping effective policies that embed sustainable practices into everyday work. Through collaborative group work, attendees will design a draft green policy, set priorities, and exchange experiences and ideas. The session aims to move participants from awareness to action, fostering a shared understanding of how individual and collective efforts can reinforce long-term sustainability goals while sharing solutions and best practices. 

PARALLEL SESSIONS B – CLIMATE Salon Abstract Translation FR DE IT

by Diane Daly (RIAM, Dublin) and Alison Wells Sharkey (RCS, Glasgow)

Body Mapping provides a particularly effective way for musicians to gain the anatomical awareness that fosters the free movement to underpin a healthy and injury-free musical career. This session will introduce participants to the fundamentals and demonstrate the positive impact this training could have in a Conservatoire/Hochschule environment.

Diane Daly and Alison Wells were the first two string players in Europe to become Licensed Body Mapping Educators. Diane is Head of Strings at the Royal Irish Academy of Music, and Alison is on the faculty of the Royal Conservatoire of Scotland

PARALLEL SESSIONS C – HW1 Abstract Translation FR DE IT

Liza Bec, BMV Records

Áine Maloney, Royal Irish Academy of Music

Enric Aragonès Jové, Escola Superior de Música de Catalunya (ESMUC), Member of the AEC Diversity, Equity and Inclusion (DEI) Panel of Experts

moderated by Margit Dirnberger, Austrian Erasmus + National Agency

The session invites participants to reflect on two powerful personal testimonies by Áine Maloney and Liza Bec, both young professionals and graduates of Higher Music Education (HME) institutions. Through their experiences, the session explores what it means to access, feel welcome, and succeed as a musician when facing challenges such as Special Educational Needs (SEN) or other personal and structural barriers.The session will be moderated by Margit Dirnberger, who will also highlight the role of Erasmus+ in promoting inclusion and diversity within higher education. Her contribution will outline how Erasmus+ supports equitable access to mobility opportunities, including the funding schemes and practical measures available for students with fewer opportunities or specific needs.The discussion will be complemented by insights from Enric Aragonès Jové, who will connect these testimonies to broader reflections on inclusion within HME and to the outcomes of the DEI pre-conference workshop taking place on Wednesday. Together, these perspectives will enable participants to better understand the practical implications of diversity, inclusion, and well-being in the everyday institutional life.

PARALLEL SESSIONS C – HW2 Abstract Translations FR DE IT

What happens when students take the lead in shaping the future of music?“Sound incubation hub – Rhythmic Conservatoire in Copenhagen and “On the Road” – Mozarteum, moderated by Monica Vejgaard, EPASA

Mads Ravnsbæk Soerenen, Daily Manager, SOUND
Eugen Banauch and Maria Herz, Research Management Team, UMozarteum
Thomas Mulcahy Alexandersen, the Åbne Ensemble
Maurice Cazzolli and Simon Kantner, Ecophonic Atelier

Student-led projects are powerful engines of innovation in higher music education: they test newformats, expand artistic practices, and connect music with wider society. This session introduces twoinstitutional frameworks that nurture such initiatives: the “
Sound” incubation hub at the Rhythmic MusicConservatoire in Copenhagen, presented byMads Ravnsbæk (Daily Manager, SOUND), and “WithDylan on the Road” at Mozarteum University Salzburg presented by Eugen Banauch and MariaHerz (Research Management Team, UMozarteum). From within these hubs, students will pitch their own projects: from Denmark, Det Åbne Ensemble presented by Thomas Mulcahy Alexandersen, which brings improvisation workshops into psychiatriccare; and from Austria, Ecophonic Atelier presented by Maurice Cazzolli and Simon Kantner which fuses audioreactive visuals with nature-inspired music and sounds. Both projects will be discussed with a panel of peers and experts, opening the dialogue on potential,challenges, and opportunities on how such projects can grow and continue to make a real difference. From there, the session turns interactive: participants will be invited to take part in a facilitated workshop,exploring the guiding question: How can we as a HMEI community help student-led projects moveforward? Together we will identify concrete pathways of support, from resources and networks torecognition and sustainability.

PARALLEL SESSIONS C – EP1 Abstract Translation FR DE IT

PARALLEL SESSIONS C – LA1 Abstract Translation FR DE IT

discussion moderated by EPASA

The master/apprentice model remains deeply rooted in higher music education: a hierarchical framework where a teacher (the “master”) guides, critiques and shapes the development of the student (the “apprentice”). While this model has nurtured generations of musicians, it is increasingly questioned in light of today’s values of equity, student agency, cultural diversity and collaborative creativity. Does it still meet the needs of 21st-century students? What can be learned from international experiences where the model is being re-examined, adapted or defended?

This EPASA-moderated discussion brings together institutional leaders and educators from different regions, systems, and traditions to critically explore both the challenges and the possibilities of rethinking teacher–student dynamics.

Panelists/Moderators

• Marianne Løkke Jakobsen, Director of Global Engagement, Royal Danish Academy of Music, also brings the Nordic perspective while adding her research expertise on Chinese conservatoires and the wider Chinese music education landscape.
• Wei Boon Tan, Deputy Director (Student Life), Yong Siew Toh Conservatory of Music, NUS Singapore, contributes perspectives from a highly international and diverse setting, offering alternative approaches from Asia and beyond.
• Joris Blanckaert,  Head of training programme commission, researcher, teacher at Hogeschool Gent School of Arts Belgium Gent, shares an example of composition students with different teachers at KASK & Conservatorium.
• Thora Einarsdottir, Dean of School of Film, Music and Performing Arts at the Iceland University of the Arts, explains how her institution works at challenging and enhancing the master apprentice model.
• Marloes De Nul, EPASA board member, student at Conservatorium Maastricht, brings a perspective rooted in Western European educational milieu and expertise as a co-founder of Social Safety Council.
• Iveri Kekenadze Gustafsson, International Officer at Malmö Academy of Music, AEC IRC working group & EPASA board member, contributes experience of studying and working in both Eastern Europe (Georgia) and the Nordics (Sweden, Finland).

Discussion Themes

• Power relations, social safety, student voice and agency within teacher–student relationships.
• Alternative roles for teachers: mentor, collaborator, facilitator or co-learner.
• Comparative insights from Western European, Nordic, Chinese, and Singaporean conservatoire systems.
• Practical pathways for institutions to rethink entrenched structures while preserving artistic excellence.

Intended Outcomes

Participants will gain a deeper understanding of how cultural, institutional, and regional contexts shape teaching models, and will leave with diverse perspectives and concrete ideas for evolving beyond—or productively transforming—the master/apprentice paradigm. The session encourages dialogue among students, teachers, and administrators on how to build more equitable, inclusive, and innovative pedagogical relationships in higher music education.

PARALLEL SESSIONS C – LA2 Abstract Translation FR DE IT

Panel discussion delivered and moderated by the IN.TUNE European Universities Alliance

Astrid Kvalbein, rector Norwegian Academy of Music and chair IN.TUNE Governing Board

Nuria Sempere, director ESMUC and member IN.TUNE Governing Board

Emilie Delorme, director Conservatoire de Paris and member IN.TUNE Governing Board

Ulrike Sych, rector Universität für Musik und darstellende Kunst Wien and member IN.TUNE Governing Board

Markus Utrio, dean (interim) Sibelius Academy – Uniarts and member IN.TUNE Governing Board

Lies Colman, director Royal Conservatoire The Hague and member IN.TUNE Governing Board

Lucie Lou Camps, student Norwegian Academy of Music and representative of the IN.TUNE Student Council

 What if the internationalisation tools we already use (Erasmus+, mobility, exchanges, etc.) could be transformed from isolated activities into strategic levers for institutional change? This is the question at the heart of IN.TUNE, the only European Universities Alliance for music and the arts. Formed by eight institutions, IN.TUNE isn’t just a collaboration — it’s a long-term commitment to testing new models of intensive, meaningful internationalisation that can drive innovation and change in higher music education.

This session showcases how effective leadership and vision, coupled with transnational collaboration, can turn innovative ideas into sustainable change. Leaders from IN.TUNE partner institutions will present concrete examples of transformation in action. These include harnessing cutting-edge digital platforms to enable real-time, low-latency music teaching across borders, co-creating new joint courses, intensives and curricula, comprehensive professional development initiatives to build faculty and staff capacity, and fresh approaches to lifelong learning and sustainable career support. Each example illustrates a targeted initiative that institutions can replicate by strategically leveraging available Erasmus+ funding and partnerships, guided by a clear transformative vision on internationalisation.

Set against the Congress theme of leadership and innovation, the session will inspire institutional leaders, teachers, and stakeholders to reflect on what is possible when institutions embrace a bolder vision for transnational collaboration. Attendees will be invited to identify areas where they can apply these insights in their own context, fostering a culture of innovation and continuous improvement that keeps higher music education in tune with the future.

PARALLEL SESSIONS C – LA2 Abstract Translation FR DE IT