The use of instructional videos has a long tradition in teacher education, dating back to the 1960s, when videos began to be employed as tools for illustrating teaching practices and supporting teachers´ professional reflection (Lok, 2019). In music education research, classroom videos have been used since at least the 1970s, particularly for analysing teaching situations and examining pedagogical practices (Pattier, 2021). From 2005 onward, the use of instructional videos expanded significantly with the emergence of YouTube and other social media platforms (Pattier, 2021), which has resulted in a substantial increase in video-based materials suitable for educational purposes.

Previous research on the pedagogical use of digital instructional videos has primarily focused on the use of ready-made video materials to support teaching and on post-lesson reflection based on lessons recorded by teachers or students themselves (Bautista, Tan, Wong & Conway, 2019; Näykki, Laitinen-Väänänen, & Burns, 2022), as well as on principles for designing and producing high-quality instructional videos (Brame, 2016; Buchner, 2018). In addition, studies have examined the role of YouTube channels and other online video environments as tools for supporting learning and disseminating knowledge (e.g., Pattier, 2021; Rahmaturrizki & Sukmayadi, 2021), as well as critical perspectives related to these platforms (O´Leary, 2023). Less attention, however, has been paid to pedagogical approaches in which students themselves act as active content creators who design, produce, and evaluate instructional videos as part of their own professional development (Hwang & Ilari, 2019; Tucholka & Gold, 2025).

This study explores Finnish primary teacher students´ experiences of producing and using digital instructional videos in the context of music education. The study is situated within current discussions on the diversification of learning environments, where physical, digital, and hybrid spaces intersect and call for new pedagogical approaches. The research examines what kinds of observations primary teacher students made regarding the functionality and instructional integration of the music instructional videos they produced, and how video production and related reflection supported their professional development and pedagogical competence.

The research was conducted as a qualitative study as part of music studies in primary teacher education. The participants were primary teacher students (N = 91) enrolled in a course in which the design, production, and reflection of instructional videos constituted a central pedagogical task. During the course, students worked in small groups to produce digital instructional videos addressing various content areas on music education for grades 1-6 in basic education. The instructional video assignment comprised stages: defining pedagogical objectives, delimiting instructional content, scripting the teaching situation, technical video production, and presenting and jointly reviewing the finished videos within the student group. Written reflections played a central role in the process as students evaluated their own leaning, pedagogical decisions, and the applicability of the instructional videos to music education practice. The research data consisted of students´ learning journals collected at the end of the course. In these journals, students described their experiences of producing instructional videos, their pedagogical significance, and their impact on professional development. The data were analyzed using data-driven qualitative content analysis, progressing from open coding to the formation of themes and conceptualization. Ethical research practices were followed throughout the study, and participants´ anonymity was ensured.

The results indicated that the key factors influencing the functionality of instructional videos were the nature of video-based tasks, modes of use, flexibility, and support for learners. From the perspective of developing knowledge and skills, using video as a pedagogical tool, and supporting curriculum implementation. Challenges related to the use of instructional videos were also identified, highlighting that videos do not replace the teacher. Learning-related difficulties were likewise reported. In conclusion, the design and production of instructional videos embedded in music studies in teacher education, together with their reflective and collaborative examination, support students´ active participation and creative engagement as a meaningful pedagogical approach. According to students´ experiences, instructional videos deepened their subject-matter knowledge and skills related to guiding music learning objectives and strengthened pedagogical confidence in classroom situations. The use of videos allowed students to view their teaching from a distanced perspective and to reflect comprehensively on both lesson planning and implementation. Furthermore, shared video analysis and collegial reflection supported professional development by providing peer support and opportunities to exchange pedagogical solutions (cf. Christ, Arya & Ming Chiu, 2014; Näykki, Laitinen-Väänänen & Burns 2022). Overall, the findings suggest that the pedagogical use of instructional videos, with students acting as designers of music education, responds to the demands of increasingly diverse learning environments and provides creative tools for learner-centered and participatory pedagogy.

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