Music, Empathy and Inclusion: A Conversation with Prof. Dr. Lois Văduva
Prof. Dr. Lois Văduva is a university professor at Emanuel University of Oradea and one of its most respected and beloved faculty members. A pioneer in the field of music therapy in Romania, she has initiated and led remarkable projects together with her students, promoting through her work the transformative power of music and the importance of empathy in education.
She took part in the final conference of the IncluMusic project, dedicated to inclusion and diversity in European higher music education, on which occasion this interview was conducted.
- How did you find the IncluMusic project and its relevance for the European academic musical environment?
The IncluMusic project felt very relevant and timely for the current landscape of European music education. It reflects a welcome shift from a strictly performance-based conservatoire model toward one that is more human-centered, holistic, and socially engaged. For me, it confirmed something we often see in music therapy: that music is not only an art form but a medium for connection, empathy, and inclusion. I appreciated how the project created space for genuine dialogue between educators, music therapists, and community musicians who share a belief in music’s transformative potential.
- What does inclusion mean to you in the context of conservatoires, and how can it be put into practice?
For me, inclusion in conservatoires means moving beyond access to belonging. It’s not just about allowing students from different backgrounds to enter these institutions, but about ensuring that they feel seen, heard, and valued once they are there. This can happen through more inclusive curricula that integrate community music, improvisation, and therapeutic music-making alongside traditional performance. It also depends on reflective teaching — being sensitive to different learning styles, neurodiversity, and cultural identities, and creating spaces where students feel safe to express themselves authentically.
- What do you think is the role of music therapy in supporting students and diverse academic communities?
Music therapy brings both a language and a practice for supporting emotional well-being and connection within academic environments. In universities, it helps students manage stress, deepen self-awareness, and strengthen interpersonal relationships. More broadly, music therapy invites us to listen — not only musically, but relationally — fostering empathy, presence, and mutual respect. These are essential values for building compassionate and inclusive learning communities. In many ways, music therapy reminds us that artistry and humanity are inextricably linked.
- What moments or ideas from the IncluMusic project inspired you the most?
What inspired me most were the moments of authentic collaboration — when educators and practitioners from different countries shared musical and therapeutic experiences. The project reaffirmed my belief that inclusion begins with listening, both musically and relationally.
- How do you see the evolution of music therapy and inclusive education in the coming years?
I believe we are entering a period of integration — where music therapy, community arts, and higher education increasingly inform one another. In the coming years, I envision music therapy playing a more prominent role in teacher training, curriculum design, and community engagement projects within conservatories. Inclusive education will evolve from being an initiative to a mindset — one that recognizes music’s power to connect and create a sense of belonging in a fragmented world.
Cristina Pascu, ANMGD
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency for Community Programs in the Field of Education and Professional Development. Neither the European Union nor ANPCDEFP can be held responsible for them.