Music holds a special place in human experience, as it is a universal form of communication and expression that transcends language and cultural barriers. Especially within inclusive education, music contributes to the equal participation of all students, regardless of their cognitive, mobility, social, or cultural differences.

Given that modern educational environments are characterized by cultural diversity, music can serve as a means of intercultural communication, allowing students to develop cooperation, understanding, and acceptance of diversity skills.

This study focuses on the contribution of music to inclusive education and explores the experiences of primary education teachers in Greece regarding managing multicultural music classrooms. Teaching music today is a complex, demanding, and multifaceted process. Music educators are called to respond to the new challenges of the modern era and to focus on the demands of the times.

In today's education system, the classroom includes students from different cultural backgrounds and experiences. One of the challenges that all music teachers face is undeniably the instructional approach and the utilization of specific teaching strategies, so that the learning process is understandable, illustrative, and meaningful for the diverse student body of a classroom.