Abstract

Purpose: The study objective was to employ musical intelligence to develop listening skills for students of the art education department. Methodology: For this purpose, data was collected from 40 students of music education where 20 were males and 20 were females. Through an experimental design, one group with a minimum level of control pretest and post-test analyses were conducted with the intervention of a training unit. Findings: The post-test analysis results show that musical intelligence and listening skills (cognitive and skills achievements) have a statistically significant difference with the presence of the training unit. Implications: The study findings enhanced the understanding of the relationship between musical intelligence and listening skills which highlights the role of targeted training interventions in enhancing cognitive and skill development. Practically, these results emphasize the importance of integrating structured training units into educational curricula which provides a framework for enhancing musical education and listening proficiency in students. The study limitations and future directions were also discussed at the end of the study.