Module Application.

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