In response to the literacy-oriented curriculum and the emphasis on connecting knowledge with real-life contexts, this study developed and implemented a general education course titled "Music and Culture" to activate university students’ music multiple intelligences and open a cultural window through glocalized content. This action research aimed to explore effective teaching strategies and curricular content, while examining the learning processes and outcomes of 80 students at a technology university enrolled in the course. Grounded in the theoretical frameworks of glocalization and theory of music multiple intelligences, the course integrated diverse music genres, cultural perspectives, and creative practices.To evaluate learning effectiveness, the study employed a mixed-methods approach using a music cognition test, and self-reported scales measuring international vision and cultural identity, administered at both the beginning and end of the semester. Quantitative results revealed significant improvements in all three areas. Students’ music cognition increased markedly (t(79) = 8.18, p < .01), indicating enhanced understanding in music history, theory, world music, and Taiwanese traditional music. Their international vision advanced in global affairs, cultural openness, world knowledge, and awareness of international relations, particularly in cultural mindset and cross-cultural knowledge. In terms of cultural identity, students demonstrated stronger cultural belonging and integration, with heightened appreciation for local heritage and its global connections.Qualitative data from student interviews further illustrated the effectiveness of the course. Students reported deeper engagement with social issues through music, improved critical thinking, and the ability to express themselves through digital and performance-based music creation. They also recognized stronger connections between music, art, and society, and expressed an increased sense of both global awareness and local cultural pride.Overall, the "Music and Culture" course successfully enhanced students’ interdisciplinary competencies, fostering musical literacy, intercultural understanding, and cultural self-awareness. The glocalized approach—blending global perspectives with local cultural practices—proved particularly valuable in cultivating openness, cultural appreciation, and participation in Taiwanese cultural heritage. The findings provide valuable pedagogical insights for educators in general education and music-related courses, highlighting the importance of contextual, culturally responsive, and integrative teaching approaches in higher education.