This submission outlines a qualitative study investigating the impact of integrating enhanced spatial audio technology into Cantonese opera instruction and assessment at a Hong Kong higher education institution that will be conducted during the 25/26 academic year. Rooted in a master-apprentice, orally transmitted pedagogy (Leung, 2014; Leung, 2015a; Leung, 2015b; Leung, 2020) that privileges daily foundational and technique classes and teacher-centered, subjective assessment, the study examines how the Spatial Outcome-Based Assessment (SOBA) initiative deployment influences teaching delivery, course design thinking, learning processes, and assessment practices. Data will be collected through semi-structured interviews with 6-10 lecturers and 12-20 students, classroom observations, and review of assessment documents, with all participants anonymized and interviews transcribed for thematic analysis. The study explores lecturers’ and students’ perceptions of spatial audio’s affordances and constraints, changes in formative and summative assessment granularity, effects on individual practice and ensemble coordination, and emergent tensions between measurable, technology-enabled outcomes and values embedded in oral-transmission mentorship. Expected outcomes include empirical evidence of selective technology adoption where spatial audio complements embodied technique training, recommendations for culturally sensitive course redesign and assessment protocols, and guidelines for professional development to support outcome-based, technology-enhanced heritage music education. The study will inform institutional decisions on technology integration in traditional performing-arts curricula and contribute to scholarship on blending digital tools with culturally grounded pedagogy.