پژوهشنامه فرهنگی و اجتماعی کودک و نوجوان
سال دوم شماره 1 (پیاپی 4، بهار 1403)

Aspirations, as the motivations and future goals of individuals, play a vital role in shaping behavior and fostering progress. Aspirations can either be intrinsic, stemming from personal needs, or shaped by cultural and social factors. Since aspirations begin to form during childhood and are influenced by one's awareness of abilities and opportunities, social class and economic status have been recognized as crucial factors in determining the level of aspirations. Research indicates that higher social classes nurture higher-level aspirations in their children, highlighting the significant impact of social inequalities on the development of children's aspirations. These disparities act as a determinant of the fundamental differences in their goals and expectations. One effective and multidimensional approach to understanding children's aspirations is the analysis of their drawings. Drawing, as a non-verbal expressive tool, reflects children's social and cultural environments and conveys what they cannot articulate verbally. This study aimed to explore the differences in the aspirations of children from advantaged and disadvantaged areas in the city of Mashhad through the analysis of their drawings.The research was conducted on 849 elementary school students (boys and girls) aged 7 to 12 years, and their drawings were analyzed across both social classes to examine the influence of social and economic inequalities on the nature and type of children's aspirations. Children's drawings were used as a means to identify and analyze their material, spiritual, occupational, and imaginary aspirations. Given the significance of the subject and the profound effects of social inequality on the formation of children's aspirations, this study sought to answer four key questions:Are there significant differences in material aspirations between children of upper and lower social classes?Are there significant differences in spiritual aspirations between children of upper and lower social classes?Are there significant differences in occupational aspirations between children of upper and lower social classes?Are there significant differences in imaginary aspirations between children of upper and lower social classes?To address these questions, the study employed a causal-comparative approach, using children's drawings as a multidisciplinary tool to uncover and analyze their aspirations. The matching method was used to control confounding variables. Two variables, school grade and gender, were considered for matching the comparison groups to minimize differences caused by these factors. This method ensures that observed differences in aspirations are attributable solely to social class while controlling for other influencing factors.

The findings revealed that high-level material aspirations (e.g., palaces and luxury cars) represent the upper-class children's perspective on material and social resources, while low-level material aspirations (e.g., food and housing rent) in lower-class children reflect the impact of economic hardships on their aspirations. These differences highlight unequal access to resources and distinct life perspectives between the two groups. Lower-class children's greater focus on spiritual aspirations reflects social inequalities, steering them toward altruistic and spiritual goals. They appear to view spirituality as a means to escape daily challenges and attain inner peace. Differences in occupational aspirations between upper- and lower-class children underscore the critical role of access to education and cultural resources in shaping career goals. Upper-class children, exposed to more complex and ambitious occupations, naturally gravitate toward such aspirations. In contrast, lower-class children facing economic challenges opt for more attainable occupations. The findings also show that imaginary aspirations exist solely among upper-class children, as lower-class children shape their aspirations based on tangible, everyday realities. The absence of imaginary aspirations in lower-class children may indicate cognitive and mental limitations caused by harsh social and economic conditions. Conversely, upper-class children, with greater access to media and imaginative entertainment, engage more with imaginary aspirations. These differences underline the influence of economic status on the ability and inclination to imagine and escape reality.

This study, which analyzed children's drawings to investigate differences in aspirations across upper and lower social classes, demonstrated that social and economic inequalities have a direct and significant impact on the formation of children's aspirations. Children's aspirations differ not only in level and type but also in content and quality between these two social groups. The findings align well with several theories, including Maslow's hierarchy of needs, Hyman's reference group theory, the achievement motivation theory, and Bandura's observational learning theory. These theories explicitly explain the social and economic influences on the development of aspirations, showing how social inequalities alter the level, type, and content of children's aspirations. Furthermore, the results are consistent with previous research on the impact of social and economic disparities on children's aspirations. This study lies at the intersection of developmental psychology, the sociology of childhood, and social inequality studies, adopting an interdisciplinary approach to explore various dimensions of children's aspirations in diverse societies.Keywords:Painting Analysis, Children's Aspirations, Social Inequality.

The second half of the 20th century can be seen as the beginning of a broad and systematic attention to the relationship between cognition, knowledge and science in the field of scientific policies. In the meantime, thinkers such as "Foucault", "Derrida" and "Lyotar" by emphasizing the era of postmodernism, announced the passing of the explanations of the modernism period. The logic of modern rationality was to analyze and simplify everything. By discarding the general perceptions of the existence, the society was considered as parts that not only had no connection with the "wholeness", but were also separated from the existence and history. On the other hand, due to the phenomenon of information explosion, today we are faced with an increasing and huge amount of data. This situation has made it difficult to establish a connection between the components of information and the received data, and secondly, people with a wide range of useful information, meet theoretically and developmentally; While in practice and facing real phenomena and situations, they cannot use them. In this situation, a solution called "interdisciplinary approach" should be resorted to in order to create a balanced situation between the fields of knowledge. The result of this conventional situation can be called "unity of knowledge". Interdisciplinarity in a general sense includes the cooperation and companionship of different disciplinary perspectives in order to reach common points of understanding of phenomena and also to provide the possibility of benefiting from perspectives other than the common perspective of a discipline to look at phenomena. Childhood studies is often described as an interdisciplinary approach. This approach emerged and expanded as an interdisciplinary research field since 1990. As stated, one of the basic requirements in interdisciplinary approaches is to reach the points of common understanding of the phenomena and in other words to "align" and find a common language about the subject in question. It is not wrong to say that one of the most important examples to reach consensus is to have a single or close definition of the topic under study. As Aristotle believed that "we should start the conversation from the definition". In examining the existing works and studies in the field of "childhood studies", as an interdisciplinary view of a subject that seems to be neglected and perhaps considered unimportant, this is the question of "who is a child?". In fact, the definition of a child as a missing link is one that studies in this field have not paid attention to. This lack, in addition to the disadvantages described earlier, causes a problem in the field of practice where the policy makers of this field, especially the cultural policy makers of the childhood field, when formulating cultural policies for children and setting cultural policies and plans in this field, it is necessary to define a single And at the same time, it should be comprehensive and prevent the subject under discussion, i.e. the child, and in the absence of such a definition, the scope of policy making in this area is very limited. The side will be incomplete and useless. Thus, the first step in cultural policymaking in this field is to have a definition of a child. Therefore, as a necessary introduction to other researches in this field, this research sees its mission as responding to this need by using data taken from the specialized sources of each of the peripheral fields of this field-childhood studies-which specifically approaches: lexicology, law, sociology, religion. Islam), including psychology, first examine what definition each of these mentioned approaches has provided about children and childhood? and, secondly, what are the scopes and characteristics of each of these definitions for children? And finally, is it possible to reach a common definition among these approaches, or at least provide a kind of classification and genealogy of the existing definitions. which will be useful for researchers, policy makers and decision makers in this field.

To answer the questions of this research, the library and document method has been used because specialized texts are the only source of answers for the questions of this research.

By adopting an analytical-critical view, it is possible to identify the elements and components in each of the areas, in "lexicology"; We witnessed "predominance of the biological approach", "link with traditional discourses" and "being influenced by the cultural context", in the field of "legal" definition; "Tension between quantitative and qualitative approaches", "impact of human rights discourses" and "challenges of operationalizing standards" were deduced. In the field of "national and international documents" we witnessed the "impact of global policies and discourses" on how to understand and define children, in the field of "religious"; "Emphasis on qualitative criteria", "Link with value system" and "Challenge of different interpretations" were observed, in the field of "Sociology" we saw "Criticism of deterministic approaches", "Attention to the agency of the child" and "The child is a product of society". and finally in the field of "psychology"; "Evolutionary approach" and "age-oriented" were central in the definition of the child. It seems that the only theoretical approach available in the field of sociology of childhood that can explain this level of variety of views and perspectives in the understanding of children is the theory of social constructionism. According to this theory, childhood is a fundamentally historical and cultural concept. In this theory, not a specific definition of a child but various definitions of a child can be understood based on different cultural and social discourses. In fact, this theory emphasizes that childhood is a social phenomenon and not a natural stage of development. Therefore, the cultural environment in which a child grows up has a profound effect on his learning and cognitive development process, hence, as mentioned, it is the social-historical background that determines and defines the child's dimensions and coordinates. In fact, affairs in this theory are contextual and belong to time and place, and the universal issue is ruled out. In the situation of the diversity of different perspectives that have affected the definition of the child, it is naturally ambitious and unscientific to expect a single definition from a scientific article that has the necessary comprehensiveness and limitations. But the authors of this article believe that a conceptual framework can be presented for this purpose. By analyzing and reviewing the findings, it seems possible to propose a unified framework for understanding and defining childhood in Iran. This model is based on 3 guiding principles, which are: a. Accepting the complexity and multidimensionality of childhood b. Simultaneous attention to biological and cultural factors and c. Flexibility in definition and application. Also, in this framework, the four key dimensions that were extracted from the findings of this research should be taken into consideration. These dimensions are: 1- the biological-developmental dimension of the child, 2- the psychological-cognitive dimension of the child, 3- the social-cultural dimension of the child, and finally, 4- the legal-political dimension related to the child.

The main purpose of this research is to explain the confrontation of the Pedagogy of education against the process of establishing and stabilizing non-profit schools in the first decade of the Islamic Revolution of Iran. At the beginning of the Islamic Revolution, the issue of the form and structure of social systems for the Islamic Republic was a new issue and to a large extent ambiguous. While the Islamic Revolution of Iran, with its cultural nature, sought a fundamental transformation in all social systems, including education. This transcendental content required a suitable structure, but the effort to achieve a proper structure has received the least attention from the pedagogist education thinkers.  In the most sensitive aspects of the nationalization of schools and the controversy over the creation of non-profit schools that lasted for about a decade, the lack of analysis based on education and the defeat of experts in this field in the theories and assumptions of neoclassical economics is evident.  This trend has existed until today and there are serious shortcomings in this field.  As far as we can say, the most important negligence of the education governance of the Islamic Republic is the non-participation and non-use of the idea of ​​education and training, which has caused the participation of various groups of stakeholders and has prevented the creation of a suitable management and school management structure.  The silence and powerlessness of the discourse and thought of education should be resolved in a multi-faceted process with the determination of governance, social context and expert elites.

This study is a historical study of the education system of the Islamic Republic of Iran. Using an analytical method and relying on primary sources and documents, it has extracted evidence of the confrontation of educational thought in the first decade of the revolution with the economic and political currents governing the establishment of non-revolutionary schools; therefore, the main plot of the process is the Law on the Establishment of Islamic Schools, which consists of 21 articles and fifteen notes, was approved in a public session of the Islamic Consultative Assembly on 5/3/1367, and its article three was accepted in the session of the Expediency Council on 19/7/1367 and was given the opportunity to be implemented. 

Conlusion: 

A study of this history shows that the organization and structure of schools in the Islamic Republic were influenced by various components that happened to be formed outside the internal discourse of Pedagogy. Even what plays a prominent role in the thought of education and Pedagogy was also influenced by them. Such an origin states what path and possible obstacles the process of possible change and reform has ahead of it and what crossings it must pass through. The first form of the Islamic Republic for the management of public schools and within the framework of nationalism was formed in accordance with the law on the management of non-governmental educational units as a state. While its first note was the necessity of public participation in education and the possibility of voluntary cooperation for non-profit management. After the resistance of a few special schools with an educational discourse of "confinement and protection" and the failure to determine management, the discourse of supervision with reductionism replaced the discussion of management. Their educational approach was largely derived from the origin of the idea of ​​separating education from politics and a specific reading of some Islamic thoughts in the field of pedagogy, which cannot be called the philosophy of education. In general, there is little evidence of specialized discussions of the philosophy of education and pedagogy in the debates related to the structure and organization of schools. In 1988, when the Non-Profit Schools Law was established, the few analyses on this subject were more economic in nature than educational, and were based on the logic of competition and efficiency of neoclassical economics. Similarly, theoretically, the conquest of educational planning by economists was considered natural and certain. Instead, educationists, concerned about the discourse of nationalization and Islamization of the government, are trying to warn against centralization. Ultimately, the weakness of the discourse of education and its powerlessness in the field of legislation and implementation is evident. Even where education experts have had connections with other social systems, an uncritical and even non-pedagogical approach has prevailed. A subordinate approach that if the economic system is based on adjustment and marketization, education is obedient and forced to submit. The result obtained indicate the passivity and theoretical incapacity of the existing Iranian educational thought in the period in question. The main components of this confrontation among the educational thinkers were economism and conservatism. Economism in the existing analyses of Pedagogist was mostly due to the change in the direction of governance and economic policymaking towards the neoliberal economic approach of structural adjustment and the hegemony of the education economy based on efficiency and profitability. The ambiguity and secrecy in the philosophy of the structural adjustment program and the lack of familiarity of educational thinkers with these policies led to their conservatism in the face of the process of establishing non-profit schools and the absence of analyses based on education. The interaction of this component with the political economy conditions of the first decade of the revolution, such as financial constraints resulting from the war and tensions between political currents, turned the birth of non-profit schools in the late 1991s into a purely political economic matter, not an educational one. As a conclusion of the absence of educational thought, the answer that has existed to date in the educational policy-making of the Islamic Republic of Iran to the problem can be seen in the diversity of types of schools and the three main policies of purchasing services, selling assets, and privatization facilities. Groups of elites and even groups of the general public with different subcultures, those in political, social, financial, or military power, etc., each choose their own path in small, sectional decisions, without the national governance having sufficient knowledge and executive power to guide and supervise these small actions to achieve long-term development goals. During this period, the weakness of educational governance caused individuals, qualified or otherwise, benevolent or otherwise, each based on their own diagnoses and the vacuum of educational thought power, to pull the public education system in one direction with national, scientific, ideological, cultural, economic, environmental, etc. To set the compass and guide macro and micro policies, it is necessary to change this routine and to seriously focus on knowledge and the power of activism and influence on educational policies and programs.

Adolescence marks the beginning of an individual's conscious and selective engagement with their surrounding world and the organization of personal identity. With the increasing presence of adolescents in cyberspace, it is clear that the opportunities and threats posed by the virtual environment on the educational path of adolescents, particularly regarding their identity formation, stem from understanding the contexts and roots of the virtual space's influence. Given the growing and addictive use of cyberspace by adolescents and its impact on their identity dimensions, the identity formation of contemporary Iranian adolescents faces numerous challenges, including confusion, conflict, and identity doubt. The main question of this research is about the causes and contexts of the identity formation challenges faced by adolescents, which relate to cyberspace and the second life of contemporary Iranian youth.

To explore the causes of the identity formation challenges in the dual real-virtual space, this research employs thematic analysis. The primary aspect of using this method is to extract rich codes from interviews and studies. For this purpose, 500 relevant articles were identified, from which the top 50 were selected, and ultimately, the texts of these 50 articles were coded and thematically analyzed. Since the transformations and changes of the new generation are complex and rapid, especially the serious identity challenges that emerged during the unfortunate events of Fall 2022, there were insufficient scientific articles to analyze the latest developments. Therefore, interviews were conducted to supplement the research data. Interviews were held with 15 experts in sociology, psychology, ethics, educational sciences, culture and communication, cyberspace, and experienced managers in organizations related to the issue, discussing the main question of this research. The distinction and innovation of this research compared to previous studies lie in its focus on identity challenges and online identity formation. Methodologically, it combines relevant articles and interviews with experts, and in terms of results, it outlines a conceptual network of the causes and contexts of these challenges with a comprehensive perspective and 360-degree results. In the initial coding, over 112 rich themes (in terms of content) related to the main research question were extracted. Through three stages of categorization—initial categories, intermediate categories, and major categories—ultimately, under the axis of causes and contexts related to cyberspace, the identity formation challenges of contemporary Iranian adolescents were categorized into three major categories, with a total of 19 intermediate categories classified under these three.

The findings of this research indicate that the causes of identity challenges related to cyberspace can be divided into two general categories: 1. The inherent characteristics of cyberspace, which largely result from the direct consequences of communication and information technologies in their current form. 2. The manner of the subject's presence in cyberspace, regardless of their application and digital lifestyle. The inherent characteristics of cyberspace can be summarized as follows: the high power of media in shaping identity, the lack of real backing for the values of cyberspace, biased representations of reality, accessibility to harmful content, the potential for crisis creation and resolution, cyberspace as a realm of imagination, the blurring of the boundaries between reality and unreality, the multiplicity and diversity of semantic signifiers, and the absence of a superior central signifier, as well as the timelessness, placelessness, and borderlessness of cyberspace. The manner of the subject's presence in cyberspace can be summarized as follows: feelings of freedom and choice, a sense of knowledge, lack of opportunities for solitude and self-reflection, moral desensitization, and continuous rethinking and reconfiguration of online identity. These two causes largely refer to the nature of cyberspace and its effects on identity formation, and thus are valid worldwide; this is also observable in the referenced scientific studies by authors from various countries. These two issues, whether intentionally or unintentionally, challenge the pre-existing constructs of identity and identity formation, and it must be accepted that this human characteristic necessarily adapts itself to this space. Now, the question arises: what exact changes will occur in the constructs of identity and identity formation as a result of these transformations? In light of the third cause, namely "the predominance of the role of cyberspace in shaping the foundational identity institutions prior to the virtual age," the importance of the above question becomes more pronounced. The findings of this research provide a critical and active perspective for stakeholders in the ecosystem of adolescent growth and development, encouraging them to refine their understanding of the adolescent's situation and reconsider the roles of effective institutions in their identity formation process, thereby reforming their approaches, strategies, and solutions. Keywords:Theme analysis, virtual space, teenagers, identity, identification.

Adolescence is one of the most challenging and at the same time the most attractive periods of life, considering the importance of this period of studying mental health and the experience of adolescents during the Corona period, it is necessary to pay more attention. A methodical study of adolescent’s experiences from the Corona period can provide a good description and analysis of this period and can be used for activists, planners and policy makers. The purpose of this research is to qualitatively investigate male students' lived experiences of Leisure and Cyberspace during the Corona era.

In order to investigate the experiences, actions and effects of Corona on the health and life of adolescents, a qualitative approach was used; Because the qualitative approach is used to discover and adapt real answers to real-world problems in a way that is not possible in a quantitative context, and qualitative research is a useful and sufficient way to obtain the nature of the information needed in relation to the problems of an experimental situation. Since the purpose of this study is to investigate and qualitatively explain the effects of quarantine from the point of view of the lived experience of adolescents; Therefore, the method of "phenomenology" is very suitable for entering into the lived world of people and examining their life experiences. The data collection tool was conducted through interviews, and for this purpose, in-depth and semi-structured interviews were conducted until theoretical saturation of 13 male adolescent participants living in Tehran between February 2019 and May 2014. After the implementation of all the interviews, thematic or thematic analysis method, which is common in phenomenology, was used to analyze the data obtained from the interviews.

The Corona pandemic affected the world community for more than a year, and according to the attitude and behavior of the people of the society, the changes and transformations that occurred in different parts of people's lives were different. Corona created a different lifestyle and conditions compared to the period before it; The way people deal with this phenomenon is important and has resulted in different results for them. The obtained findings were analyzed using the theme analysis method and led to the identification of two main themes, five sub-themes and twenty primary concepts. The two main themes are a) challenges and injuries, which include: 1. psychological challenges, 2. cyber space injuries, and 3. leisure time injuries, and b) adaptive reactions and coping, which include: 1. adaptive reactions and coping with leisure time, and 2. Adaptive reactions and confrontations of virtual space were obtained from the analysis of interviews. The theme of challenges and injuries was the most frequent in students' interviews compared to the theme of adaptive reactions and confrontations; According to the skills that the students had, their exposure and reaction in the field of Corona was different, but in general, the damages and challenges encountered were more than adaptation. On the other hand, with the passage of time and the provision of some trainings and the support of knowledgeable parents, their adaptability increased and they got rid of challenges and injuries. To solve such issues, especially in the field of education, it is necessary to provide appropriate strategies from social institutions, family and school.

The closure of schools and many places where students used to spend their free time has provided them with many opportunities and the communication and interaction of students with other family members, especially parents, has increased. The frequency of improvement of relations with parents is more reported than the conflict of relations with parents, and in other words, the quality of the relationship depends on the environmental conditions, the way of interaction, and the parenting style. The use of Cyberspace has grown significantly; On the one hand, the use of this technology has led to an increase in the awareness of public information and the acquisition of computer skills, and on the other hand, it has been associated with risks such as the lack of proper learning of courses, addiction to virtual space, and wasting time in this space. Increasing the opportunity to study, useful innovative programs and individual sports are among the positive behaviors that fill part of students' leisure time, and on the other hand, banning access to sports and recreational facilities, mismanagement in planning and doing daily tasks, and banning access to some places. It was reported by the interviewees to spend their leisure. The development of parents' skills in dealing with the educational status of their children and recognizing their educational and educational role, raising awareness about the advantages and disadvantages of cyberspace and improving the skills of interaction, conversation and family entertainment are among the suggestions that can be recommended to parents. Education and Training, as an official governing body, in cooperation with other governmental and non-governmental institutions and organizations, can play an effective role in this field in terms of removing obstacles and creating suitable opportunities in the education of students. Holding student camps and developing the quantity and quality of these camps, holding training and skill workshops in the field of soft skills, media literacy for students, holding training workshops on media parenting and parenting skills for parents, and holding training and skill workshops on teaching techniques in the virtual environment and Active and purposeful exposure to students is one of the suggestions of the research.   Key words:  Adolescents, Leisure, Cyberspace, Corona, Covid 19.

Education has received more attention than any other social activity in contemporary world history. Nearly all of an individual’s abilities and activities are the result of education acquired throughout their lifetime. In recent years, music education has been recognized as an educational tool to enhance aesthetic appreciation, improve productivity, and boost academic performance. This study aims to address the fundamental question: does music education in Iran lead to an improvement in students’ academic performance? The research employs a systematic review method to analyze a collection of studies conducted in this field within the country. Articles were identified through three major scientific databases in Iran, focusing only on studies that adhered to proper scientific research methodologies. Out of 47 identified articles, 6 were selected for further examination and analysis. The findings indicate that music education has a positive effect on improving academic performance and directly enhances the learning process in specific subjects such as mathematics and literature. The education of individuals is one of the most important social activities that has gained significant attention in the contemporary world. Almost all human abilities are either created or transformed from potential to actual capacity through education. The importance of education is evident, as the realization of human essence depends on it, and the activities offered under the title of education are essential for growth and development. Different schools of thought and theories define various objectives and tasks for the educational system. However, the main mission of education can be summarized in three areas: teaching basic concepts such as reading, writing, and arithmetic; fostering an aesthetic sense through artistic education like music and painting; and socializing the child, which is tied to how they adapt to society within the educational environment. In recent years, there has been considerable research on the impact of music education on the growth of children's cognitive abilities. The research generally highlights the development of mental abilities and the reduction of personal risks. Much of the research focuses on topics like increasing creativity, improving academic performance, and reducing psychological issues such as aggression and anxiety. One significant question that arises from this is whether music education directly influences the academic performance of students in Iran, and if it does, can it positively address academic challenges faced by students? This systematic review aims to nswer these questions by evaluating articles that explore the relationship between music education and cognitive and academic skills in students.

From the six selected articles, the following findings were obtained: A study titled "The Impact of Music Education on Creativity and Reducing Aggression in Preschool Children in Hamadan" found that music education helped decrease aggression and increase creativity among young students, leading to improved academic performance. Another study, "The Impact of Music and Art Education on the Development of Normative Intelligence and Creativity in Students," indicated a positive relationship between music education, improved normative intelligence, and enhanced academic performance. Furthermore, "The Impact of Music on the Improvement of Learning Disabilities in Mathematics among Primary School Students" highlighted the positive effects of music on auditory awareness and mathematical learning, contributing to better learning and motivation. Additionally, research titled "The Impact of Music on Creativity and Academic Progress in Mathematics" showed that music education positively affected creativity and improved mathematics learning, leading to better academic results in math. A study by Maryam Mohammadi, "The Impact of Music Psychology on Teaching Persian Calligraphy," revealed that music enhances language skills, including handwriting, by influencing the human biological system. Finally, "Identifying Mediating Variables in the Relationship between Music Education and Creativity Enhancement" demonstrated that music education not only boosted creativity but also improved reading, writing, and other cognitive skills, positively impacting academic performance.

A significant portion of studies examining the relationship between music education and academic performance, either directly or indirectly, has identified an increase in creativity as a key outcome. This suggests a strong connection between creativity and improved academic performance. Based on the findings of these studies, music education can serve as a bridge connecting creativity and academic achievement. By fostering an environment for expressing thoughts and emotions and enhancing awareness, music creates a dynamic educational space that boosts students' academic performance. Therefore, in response to the primary research question regarding the impact of music education on overall academic performance in Iran, it can be confidently stated that there is a direct relationship between music education and improved academic outcomes. Regarding the secondary question on whether music education helps address learning difficulties in specific subjects like mathematics or literature, the findings indicate that music education significantly improves learning in these subjects as well. The inherent qualities of music, such as rhythm and mathematical relationships between beats, and its connection to literature through words and poetry, can enhance the learning abilities of children struggling in these areas. These results align with previous research but differ in their scope, as some studies, like those by Zhang and Abotaleb, focus on specific teaching methods, while others, such as those by Hedayat and Hyung, consider factors like instrument type and gender. Further research is needed to better understand the relationship between music education and learning difficulties in various subjects, and additional reviews of books and theses may provide a more comprehensive picture of music education's impact on student performance.Keywords:Music Education, Education and Training, Academic Performance, Enhancing Academic Efficiency.