This paper presents a pilot study within an ongoing research project examining how students’ independent projects, often called theses, in music and music pedagogy have developed over the past twenty years and how stakeholders outside academia view their relevance. The focus is on higher music education rooted in artistic practice and music teacher training. A key challenge addressed by the project is that many students find it difficult to work independently, take initiative, and critically reflect on their learning. They often struggle to see how their projects can contribute to research, benefit fellow students, or serve as a stepping stone to professional careers. These difficulties may negatively impact students’ confidence and sense of competence in future roles as musicians or educators. The pilot study involves collecting and analysing independent projects from Swedish higher education institutions published from the time of the Bologna reform in 2007 up to 2025 and sharing the material with a focus group comprising professionals from the music industry, compulsory schools, and higher education, who evaluate the significance and societal relevance of these works. The project employs a multidisciplinary approach, combining educational science, musicology, music sociology, and didactics within artistic practice. The main aim is to deepen understanding of how independent projects can become more meaningful for both education and society. The study is expected to boost students’ confidence and autonomy in learning and knowledge development, while strengthening the link between music education and professional practice. Additionally, the project has the potential to improve communication skills among music teachers and musicians, not only through artistic performance but also through written and spoken expression. No prior research has addressed this specific aim or empirical material, making the project innovative. By questioning relevance beyond academia, the findings may influence curriculum design, contribute to the development of higher education, and raise new questions about the role of independent projects in music and music pedagogy. Ultimately, the project aims to advance the research frontier and provide insights for the future development of both higher music education and music teaching in schools.