Abstract
Conventional lecture-based instruction in music theory often falls short in fostering deep engagement, critical thinking, and applied musicianship-particularly in educational contexts shaped by teacher-centered traditions. This study presents the design, implementation, and empirical evaluation of a Flipped Classroom Module (FCM) tailored to undergraduate music theory instruction in Chinese higher education. Grounded in a tripartite theoretical framework integrating Self-Directed Learning, Course Development Theory, and Collaborative Learning Theory. The module employs a three-phase instructional sequence-pre-class preparation, in-class collaboration, and post-class reflection-delivered through a customized learning management system. A quasi-experimental design (N = 60) compared the FCM group with a traditional instruction control group across both cognitive and practical learning domains. Validated pre- and post-tests assessed music-theoretical knowledge and applied skills, and statistical analyses (independent and paired-sample t-tests) revealed significant learning gains in the FCM group (p < .05). Beyond confirming the pedagogical efficacy of the flipped approach, the study demonstrates how culturally responsive instructional design can enhance accessibility, learner autonomy, and instructional coherence within constrained curricular environments. The findings contribute to ongoing international discourse on digital transformation in higher music education and offer a replicable framework for theory-informed, discipline-specific flipped pedagogy.