This article investigates how Chinese MA music education students in the UK engage with student-centred pedagogy in the context of instrumental and vocal teaching, and how these pedagogical approaches are reinterpreted upon their return to China. Drawing on semi-structured interviews with 39 participants—including MA music education students, their UK-based tutors, and graduate returnees—this qualitative collective case study examines intercultural pedagogical adaptation and professional repositioning. Findings reveal that students initially struggled in the UK with using open-ended questioning, reflective teaching, and safeguarding restrictions, but gradually developed greater pedagogical awareness and learner responsiveness. Upon returning to China, graduates encountered institutional resistance, exam-oriented cultures, and parental expectations that conflicted with UK MA-informed teaching values. Returnees employed adaptive strategies to preserve pedagogical intent while aligning with local norms. The results highlight the need for international music education programmes to embed culturally responsive support for both in-study and post-study transitions. This article contributes to the literature on pedagogical adaption of student-centred teaching, intercultural teacher identity, and graduate employability in music education across global contexts.
Liu et al. (Thu,) studied this question.