The article Design-based research in music education: Theoretical foundations, methodological perspectives, and practice implications was published in Futurity Education. It offers a theoretical and methodological review of Design-Based Research (DBR), with specific attention to its applications within music education.
The review connects DBR with constructivism, conceptual-change theory, activity theory and cognitive apprenticeship, while drawing on examples from digital composition, informal music learning, community practices and teacher education. It also examines methodological challenges such as long-term engagement in the field, the management of complex data and limits to generalisability. Particular attention is given to the iterative character of the approach, in which an educational intervention is repeatedly revised in response to evidence gathered in an authentic learning environment. The review thus provides a structured theoretical reference point for researchers and educators who want to examine learning processes and pedagogical design simultaneously, rather than treating the design of an intervention as separate from the research process.
