This study will employ a qualitative, comparative, multiple case study design (Yin, 2018). Each selected region-Southeastern Anatolia, the Black Sea region, and Central Anatolia-will be treated as a distinct case, representing diverse geographical, cultural, and educational contexts. The aim of the research is analytic rather than statistical generalization, with a focus on generating transferable insights applicable to similar rural and peripheral educational settings. Participants: Participants will consist of primary school teachers responsible for delivering music lessons in rural public schools. Criterion-based purposive sampling will be used. The inclusion criteria are as follows: (a) teaching in a rural or peripheral primary school, and (b) actively conducting music lessons. Both classroom teachers and specialist music teachers will be included to capture variation in instructional practices. Multiple participants from each region will be recruited to ensure comparative depth. Data Collection: Data will be collected from two primary sources. First, semi-structured teacher interviews will be conducted to investigate place-based instructional practices, the use of local musical resources, perceived pedagogical value, and implementation challenges. Interviews will be conducted online, audio-recorded with informed consent, and transcribed verbatim. Second, document analysis will be performed on national music curricula, textbooks, and lesson plans provided by teachers. These materials will be examined to determine how local musical culture is represented and whether place-based learning principles are explicitly supported at the programmatic level. Data Analysis: Data will be analyzed using thematic analysis (Braun & Clarke, 2021). A coding matrix will guide the analysis, encompassing dimensions such as type of musical element, mode of representation, pedagogical function, planning level, continuity, use of local resources, and alignment with place-based learning principles. Within-case analyses will be conducted initially, followed by cross-case comparisons. Data triangulation will be employed to enhance the credibility of the findings.

This study is expected to demonstrate that local musical cultural elements are present in primary school music education, yet are often incorporated in fragmented and unsystematic ways. It is anticipated that place-based music teaching practices will largely depend on individual teacher initiative rather than structured curricular guidance. Cross-regional comparisons are likely to reveal both shared challenges and region-specific patterns. Variations in institutional support, access to local cultural resources, and teacher preparation may influence the implementation of place-based approaches across rural contexts. From a sustainability education perspective, the findings are expected to underscore the importance of embedding cultural sustainability within formal education through place-based pedagogies. Strengthening curricular alignment and teacher professional development may be identified as key factors for ensuring the sustainable transmission of local musical heritage. Pedagogically, the study is expected to provide practical implications for teacher education and curriculum design by identifying strategies that support culturally grounded and locally responsive music teaching. More broadly, this research aims to contribute to international discussions on how education systems can integrate local knowledge into standardized curricula without compromising contextual authenticity.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.