Abstract
This study examined participants’ perceptions of Circle Singing as a music-based practice for promoting well-being, group belonging and learning in higher education at Roma Tre University. A mixed-methods approach combined questionnaire data from 104 participants in the experimental group with thematic analysis of three focus group discussions. Pre–post responses were compared using Wilcoxon signed-rank tests, with Holm correction applied to the 15 items rated on an agreement scale; exit-only items were analyzed descriptively. All seven items assessing self-perceived skills showed significant pre–post increases (all p < .001), while 11 of the 15 agreement items showed significant changes after Holm correction (all adjusted p ≤ .015). Participants reported greater comfort speaking and singing English before others, increased perceived readiness to design and lead musical workshops, and lower self-reported vocal fatigue and concern about classroom voice management. Exit evaluations indicated perceived benefits for group belonging and future educational use. Focus group complemented the quantitative findings and accounted enjoyment and motivation to attend classes, stronger relationships, and the value of practical learning. These findings suggest that participants experienced Circle Singing as a meaningful educational activity connecting perceived competence, peer-bonding and vocal well-being. Further research is needed to establish causal effects, persistence and transfer into teaching practice.