In the past fifty years, Oman has undergone significant political, economic, and social transformations, with music playing a key role in the country''s cultural development. The establishment of institutions promoting music education and public musical participation has resulted in a thriving musical scene. Yet, despite this governmental support, music remains a controversial subject within Omani society, shaped by traditional Islamic values and prevailing socio-cultural norms.This study investigates the motivations of Omani music students, exploring their reasons for pursuing a degree in music and their attitudes towards musical learning and practice. Grounded in Self-Determination Theory, the research reveals that while students'' initial decisions to study music were often influenced by extrinsic factors, their engagement with musical learning was characterised by more autonomous forms of motivation. By highlighting the complex and dynamic interplay between personal interests, socio-economic conditions, familial influences, and institutional environments, this study offers a nuanced, context-sensitive account of musical motivation in Oman, contributing to broader discussions on music education, identity, and motivation in non-Western settings.

In the past fifty years, Oman has undergone significant political, economic, and social transformations, with music playing a key role in the country''s cultural development. The establishment of institutions promoting music education and public musical participation has resulted in a thriving musical scene. Yet, despite this governmental support, music remains a controversial subject within Omani society, shaped by traditional Islamic values and prevailing socio-cultural norms.This study investigates the motivations of Omani music students, exploring their reasons for pursuing a degree in music and their attitudes towards musical learning and practice. Grounded in Self-Determination Theory, the research reveals that while students'' initial decisions to study music were often influenced by extrinsic factors, their engagement with musical learning was characterised by more autonomous forms of motivation. By highlighting the complex and dynamic interplay between personal interests, socio-economic conditions, familial influences, and institutional environments, this study offers a nuanced, context-sensitive account of musical motivation in Oman, contributing to broader discussions on music education, identity, and motivation in non-Western settings.