A Systematic Review of Artificial Intelligence in Piano Education: Efficacy,Ethics, and the Transformation of the Teacher's Role (2020–2025)

Technology has begun reshaping piano pedagogy, moving instructional practices away from traditional apprenticeship models toward data-informed learning environments. This systematic review and meta-analysis, conducted according to PRISMA guidelines, examined empirical research on artificial intelligence (AI) in piano education published between 2020 and 2025. Searches of Web of Science, Scopus, and ProQuest identified 391 initial records, of which 62 studies (N = 2,812 participants) satisfied inclusion criteria. Random-effects meta-analysis showed a moderate pooled effect size (d = 0.442, 95% CI [0.398, 0.486], p < .0001) for AI-supported interventions. Subgroup analyses revealed similar effects across technical skills (d = 0.462), musical expression (d = 0.432), and learning motivation (d = 0.434), with considerable heterogeneity (I² = 61.1%) pointing to context-dependent effectiveness. Publication bias assessment indicated no marked asymmetry (Egger’s test: p = .191). Results show that AI tools correlate with favorable outcomes in psychomotor skill acquisition and, importantly, musical expressiveness—countering assumptions that AI benefits apply only to quantifiable outcomes. Evidence on long-term learning trajectories and higher-order artistic judgment remains sparse. Ethical issues include algorithmic bias, data privacy, and potential homogenization of creative expression. The analysis points to a reconfiguration rather than replacement of the teacher’s role, with educators serving as aesthetic mentors and pedagogical decision-makers. This meta-analysis offers the first empirical benchmark for AI-enhanced piano education, underscoring the need for context-sensitive integration, thorough teacher training, and ethically grounded research approaches.