This article analyses an interdisciplinary educational experience combining music, ICT, language and art to create an animated story with active listening as a means of improving knowledge of music education practices. The method consisted of a qualitative, exploratory and descriptive study, with a semi-structured open-ended interview and analysis of the corresponding portfolio by both students and teachers with the aim of encouraging systematic reflection on practices and optimising teaching-learning in the nature of action research. The research population consisted of 104 students of the Bachelor’s Degree in Teaching of the Faculty of Education of the University of Alicante (Spain). The results indicated an improvement in music education practices relating to active listening following the pedagogical intervention, leading to the conclusion that inclusion of ICT in music education facilitates real and effective insertion and enhances students’ autonomy in the process of acquisition of musical skills.

Salpassa denotes the blessing of houses, land, and other belongings, carried out during Easter week and Resurrection (Easter) Sunday in the Valencia–Catalonia linguistic region of north-eastern Spain. Although it is now remembered mostly as a consecrating ceremony or a religious rite, recent field research has shown that a playful element, carried out by children through their songs and other activities, was also an important aspect of the traditional Salpassa.

Agricultural work in many cultures has been accompanied by a series of songs used to break the monotony of work and to give rhythm to the activity. Furthermore, certain facets of life in each society are reflected in their words. The objective of this study is to look at the role of songs relating to farm labour in the social and cultural context of the Valencian Community, through analysis of the accounts of participants and of the significance they attribute to these songs as part of their cultural heritage and community identity.

This study explores the distinctive collective attitudes among the local community associated with the Mystery Play of Elche, which was designated a Masterpiece of the Oral and Intangible Heritage of Humanity by UNESCO on 18 May 2001. A qualitative, exploratory and descriptive methodology was adopted via in-depth interviews to identify how the local community perceives and experiences this medieval liturgical drama. The results confirm that the fundamental aspects maintaining the relationship between the Mystery Play and the local population involve several factors, such as the type of transmission and how the performance is experienced by different audiences within the community, bearing in mind that it is a dynamic social phenomenon.

Purpose: This study examines the impact of Spain’s recent education reform, LOMLOE (2020), on music education practicum mentoring. It explores the challenges faced by mentors and trainee teachers, focussing on three key themes: operational challenges leading to mentor cognitive overload, the perceived mismatch between university training and the reform’s demands, and evidence of positive adaptation through professional development. Design/methodology/approach: A qualitative multiple-case study was conducted across two academic years (2022–2024) in publicly funded schools in the Valencian Community. Data sources included semi-structured interviews with mentors and trainees, trainee field journals, and practicum reports, ensuring a robust, triangulated analysis. Findings: The results reveal three main findings: (1) mentors experienced significant cognitive overload due to a rushed and unsupported reform implementation, (2) a persistent perceived mismatch between university training and new school-level demands hindered the practicum and (3) early signs of successful adaptation were observed in schools that had invested in targeted professional development, showing improvements in curricular integration and mentoring practices. Research limitations/implications: The findings are based on a non-probabilistic, convenience sample from a single Spanish region, which limits generalisability. The study’s timing during the early implementation of LOMLOE means findings may not reflect long-term stabilisation. Potential social desirability bias in group interviews is another limitation. Future research should employ larger, more diverse national samples and longitudinal designs to track the evolution of mentoring practices over time. This study provides a solid foundation for such work by highlighting key transitional challenges faced by mentors and trainees. Practical implications: The study highlights the urgent need for evidence-based strategies, including accredited, role-specific mentor training and enhanced institutional coordination. It underscores the importance of aligning university curricula with the reform’s competency-based principles to support mentors and bridge the theory–practice gap. Social implications: This study directly addresses the promise of Sustainable Development Goal 4 (Quality Education) by highlighting how systemic support for mentors is crucial for effective educational reform. Empowering mentors through targeted training and coordinated institutional policies leads to better-prepared teachers, which in turn enhances the quality and equity of education for all students. By advocating for a more coherent, practice-oriented teacher education system, the research contributes to building a more competent and resilient teaching workforce, essential for societal progress. Originality/value: While rooted in the Spanish context, the findings offer broader insights for international systems navigating large-scale, competency-based educational reforms. The study concludes that while such transitions present challenges, targeted strategies and institutional support are crucial for successful adaptation, benefiting both mentors and future educators.