This study approaches the role of listening experiences in the musical development of flute students from a holistic perspective. Listening is emphasized not only as a tool for technical skills but also as a transformative process in cognitive, emotional, and socio-cultural dimensions. Neuroscientific research demonstrates that early listening experiences support synaptic plasticity, enhance the sensitivity of the auditory cortex, and strengthen memory and attention processes. Furthermore, music listening has been shown to stimulate dopamine release, providing students with an intrinsic reward mechanism that increases motivation.

The study also addresses the role of the family environment in shaping listening culture. Families’ musical preferences, concert experiences, and the transmission of cultural capital form the foundation of students’ musical identities and aesthetic tastes. In this context, it is crucial for teachers to collaborate with families to foster conscious listening habits. The listening–performance cycle enables students to transfer models acquired from professional performances into their own practice, thereby strengthening both technical development and expressive abilities. Ear training and listening experiences are also shown to contribute critically to the improvement of intonation, tone quality, and stylistic awareness.

In conclusion, listening is not merely a supplementary activity in flute education; rather, it is a fundamental learning tool that shapes students’ artistic identity, aesthetic sensitivity, and interpretative capacity. Therefore, the systematic cultivation of listening culture should be regarded as an indispensable component of flute education.