This study aims to compare and analyze the roles of Chinese popular music education and traditional music education in the personal development of university students. Selecting students from comprehensive universities in China as research subjects, this study employs surveys and interviews to investigate differences in curriculum content, teaching methods, and educational goals between the two educational models. Popular music education has gained recognition in higher education for its flexibility and innovation, while traditional music education is renowned for its cultural depth and technical rigor. Through comparative analysis, this study reveals the strengths and weaknesses of each method in cultivating students' creativity, technical skills, cultural inclusivity, and critical thinking. The research adopts Gardner' s multiple intelligences theory, focusing on creativity, technical skills, emotional expression, social abilities, and cultural identity as core indicators. Results show that popular music education enhances creativity and social engagement, while traditional music education excels in developing technical skills and cultural appreciation. The study proposes integrating both approaches through course design, modern music technology, and diverse evaluation methods to foster students' multidimensional growth. This integration offers educators new perspectives and tools, emphasizing the importance of technical training and creative development in music education. Unlike previous studies focusing on a single educational model, this research provides practical strategies for advancing music education innovation and development.