A s Educa ion Policy Re iew
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Towa d a ans e sal educa ion model: a e iew o digi al
and a istic-musical compe encies (2014–2024)
Yu ima Blanco-Ga cía, Rosa M. Se ano & Osca Casano a
To ci e his a icle: Yu ima Blanco-Ga cía, Rosa M. Se ano & Osca Casano a (10 Feb 2025):
Towa d a ans e sal educa ion model: a e iew o digi al and a is ic-musical compe encies
(2014–2024), A s Educa ion Policy Re iew, DOI: 10.1080/10632913.2025.2459917
To link o his a icle: h ps://doi.o g/10.1080/10632913.2025.2459917
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Published online: 10 Feb 2025.
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A s EducA ion Policy E iEw
Towa d a ans e sal educa ion model: a e iew o digi al and a is ic-
musical compe encies (2014–2024)
Yu ima Blanco-Ga cíaa , Rosa M. Se anob and Osca Casano ab
aFacul y o Educa ion, uni e si y o alladolid, Palencia, spain; bFacul y o Educa ion, uni e si y o Za agoza, spain
ABSTRACT
This s udy explo es he in eg a ion o digi al and a is ic-musical compe encies in educa ion,
ocusing on hei po en ial o os e ans e sal compe encies such as c ea i i y, c i ical
hinking, eamwo k, and inclusion. A sys ema ic e iew o 81 in e na ional scien i ic a icles
published be ween 2014 and 2024 e eals ha while digi al ools a e inc easingly used in
music and a s educa ion, hei in eg a ion in o in e disciplina y and ansdisciplina y
app oaches emains unde de eloped. The indings highligh he bene i s o combining
echnological and a is ic compe encies o enhancing s uden engagemen , mo i a ion, and
skills de elopmen . No ably, he COVID-19 pandemic accele a ed he adop ion o digi al ools
in educa ion, os e ing inno a i e p ac ices in a is ic c ea ion and collabo a ion. Key
me hodologies iden i ied include echnology-assis ed collabo a i e lea ning, p ojec -based
lea ning (PBL), echnology-assis ed collabo a i e lea ning, gami ica ion, and se ice-lea ning
(S-L). Howe e , challenges pe sis , including unequal access o echnology, insu icien eache
aining, and di icul ies in e alua ing compe encies de eloped in in eg a ed lea ning
en i onmen s. To add ess hese issues, he s udy p oposes a ansdisciplina y educa ion
model ha in eg a es digi al and a is ic compe encies in o cu icula while p omo ing
ans e sal skills. This model emphasizes ac i e me hodologies, inclusi e p ac ices, eache
collabo a ion and holis ic e alua ion s a egies o c ea e an educa ional ecosys em ha
p epa es s uden s o he demands o a apidly e ol ing digi al wo ld. The s udy unde sco es
he need o ongoing eache aining, ins i u ional suppo , and policy changes o ensu e
equi able access o esou ces and e ec i e implemen a ion o ansdisciplina y app oaches.
By os e ing c ea i i y and inno a ion h ough he con e gence o echnology and he a s,
his model aims o equip s uden s wi h he skills necessa y o na iga e he complexi ies o
he wen y i s cen u y.
This pape explo es he p essing challenges and
oppo uni ies in con empo a y educa ion by examin-
ing he in eg a ion o digi al and a is ic compe encies.
I highligh s he inc easing eliance on echnology in
class ooms and he simul aneous decline in a s and
music educa ion, which a e c i ical o os e ing c e-
a i i y and inno a ion. Recognizing he g owing
demand o ans e sal compe encies—such as c e-
a i i y, c i ical hinking, and collabo a ion—in he
p o essional wo ld, he s udy in es iga es how hese
compe encies can be cul i a ed h ough he con e -
gence o digi al and a is ic educa ion.
To add ess hese challenges, his pape p oposes a
ansdisciplina y educa ion model ha in eg a es digi al
and a is ic compe encies in o cu icula o os e he
de elopmen o ans e sal skills. This model is g ounded
in e idence de i ed om a quali a i e li e a u e e iew,
as de ailed in he me hodological sec ion.
The indings a e s uc u ed a ound h ee esea ch
ques ions ou lined in he s udy. Fi s , he e iew exam-
ines he in eg a ion o a is ic-musical and echnological
languages in educa ion (Q1). Second, i explo es how
his in eg a ion can suppo he de elopmen o ans-
e sal compe encies such as c ea i i y, inclusion, and
eamwo k, while also iden i ying e ec i e me hodolog-
ical app oaches (Q2). Finally, he s udy add esses how
ins i u ions and educa o s can os e a ansdisciplina y
model ha combines music, echnology, and he a s
o p omo e hese compe encies (Q3).
Li e a u e e iew
The ield o educa ion is cu en ly acing a mul i ude
o complex, in e ela ed challenges ha a ec educa-
ional quali y and accessibili y (A ós egui e al., 2015;
Yob & Jo gensen, 2020). Two signi ican issues a e,
© 2025 he Au ho (s). Published wi h license by aylo & F ancis G oup, llc.
CONTACT yu ima Blanco-Ga cía [email p o ec ed] Facul y o Educa ion, uni e si y o alladolid, A e. Mad id 50, campus la yu e a, Palencia
34004, spain
h ps://doi.o g/10.1080/10632913.2025.2459917
his is an open Access a icle dis ibu ed unde he e ms o he c ea i e commons A ibu ion-noncomme cial-node i a i es license (h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/),
which pe mi s non-comme cial e-use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed, and is no al e ed, ans o med, o buil upon in
any way. he e ms on which his a icle has been published allow he pos ing o he Accep ed Manusc ip in a eposi o y by he au ho (s) o wi h hei consen .
KEYWORDS
A is ic compe ency; digi al
compe ency; ans e sal
compe encies; music educa ion;
s EAM
2 Y. BLANCO-GARCÍA ETAL.
on he one hand, he in eg a ion o echnology, which
necessi a es signi ican me hodological adjus men s
(Se ano and Casano a, 2022) and, on he o he , he
o e all decline o gene al a is ic and speci ically
musical educa ion, bo h o which a e essen ial o he
de elopmen o child en’s c ea i e hinking (A ós egui,
2016, 2017; Ba h e al., 2020).
The inc easing eliance on echnology in educa ion
has exace ba ed digi al inequi ies, wi h dispa i ies in
access o digi al ools and esou ces among s uden s
om di e en socio-economic backg ounds (UNESCO,
2023). This digi al di ide a ec s no only he basic
issue o in o ma ion access bu also s uden s’ gene al
capaci y o ully pa icipa e in educa ional expe iences
(Cabe o-Almena a & Ruiz-Palme o, 2018;
Gómez-T igue os & Yáñez, 2023). Mo eo e , many
educa ional ins i u ions ha e di icul y ansi ioning
om con en ional educa ional app oaches o new
s uden - ocused models based on compe encies. Many
educa o s expe ience di icul ies adap ing hei each-
ing me hods o his new o m o pedagogy; as a
esul , hey o en apply i ine icien ly o incohe en ly
(K öne e al., 2021).
Simul aneously, he e is a gene al decline o he
ole played by music and plas ic a s in p ima y and
seconda y educa ion. The 2024 PISA epo ( he 2024
P og amme o In e na ional S uden Assessmen ,
based on da a ga he ed in 2022) does no ye include
hose wo ields in i s e alua ions. Howe e , i does
now include an e alua ion o c ea i e hinking, de ined
as he capaci y o gene a e inno a i e ideas, judge,
and imp o e upon al eady exis en ideas (Cabe o-
Almena a & Ruiz-Palme o, 2018; Gómez-T igue os &
Yáñez, 2023). This newly included ield in PISA s ud-
ies encou ages all hose in ol ed in he educa ional
ield o encou age s uden s’ c ea i e hinking h ough
educa ion by p omo ing app op ia e changes in edu-
ca ional policies wo ldwide (Minis e io de Educación,
Fo mación P o esional y Depo es [MEFPD],
2024, p. 12).
The a o emen ioned 2024 PISA epo (MEFPD,
2024) e eals wo key issues ha need o be add essed:
on he one hand, he unde alua ion o musical and
a is ic aining a he in e na ional le el and, on he
o he hand, he need o p omo e he de elopmen o
s uden ans e sal compe encies.
The impo ance o a is ic and, mo e speci ically,
musical educa ion has dec eased: such subjec s a e
inc easingly pe cei ed as i ele an o a s uden ’s
u u e p o essional success, as hey a e no pa o
s anda d en ance exams (Fe nández Na as e al.,
2017), which end o ocus on he sho - e m impac
o na ional educa ion policies on a coun y’s economy
(c . Zamo ano-Valenzuela e al., 2024). A s subjec s
ha e hus become unde alued, leading o budge cu s
and he elimina ion o a s p og ams in a o o “co e”
subjec s such as ma hema ics and science (c .
G ego y, 2017).
Poli icians and he gene al popula ion hus inc eas-
ingly end o iew he a s no as essen ial componen s
o in eg al educa ion bu as me e “icing on he cake.”
Fo example, many schools in Spain lack cou se slo s
and budge s; mo eo e , a is ic in e en ions, i hey
occu a all, end o be poo ly equipped
(Calde ón-Ga ido e al., 2021). When uni e si y-le el
cu iculums in he ield o educa ion a e e o med,
less and less p io i y is gi en o p epa ing u u e edu-
ca o s o each music and he a s (C emades-And eu,
2023; Cuenca e al., 2021). Mo eo e , in he UK, Ba h
e al. (2020) analyzed go e nmen policies ha end
o ma ginalize music educa ion in B i ish s a e- un
schools; hey iden i ied ypical symp oms, including
“accoun abili y measu es, unding cu s, cu iculum na -
owing and e osion o he eaching wo k o ce” (p. 443).
Con e sely, howe e , he mode n ma ke economy
inc easingly ends o alue compe encies de eloped
h ough a is ic and musical educa ion: compe encies
such as c ea i i y and inno a i e hinking (Samaniego
e al., 2024). Holis ic music educa ion omen s he
in ellec ual, physical, and emo ional de elopmen o
child en and you h wi hin a mo e c ea i e, e lec i e,
and in e connec ed en i onmen (Ab il, 2023). The
educ ion o music and a as school subjec s mos
p obably ad e sely a ec s s uden s’ abili y o de elop
such c ucial skills.
In esponse o hese challenges, he e is g owing
ecogni ion o he need o ans e sal compe encies—
skills like c ea i i y, c i ical hinking, eamwo k, and
digi al li e acy— ha a e applicable ac oss a ious li e
con ex s, bu such skills a e no necessa ily e lec ed
in s anda dized es s such as PISA. Al hough many
coun ies a e wo king owa d de eloping a mo e com-
p ehensi e cu iculum p omo ing holis ic compe en-
cies, no exhaus i e lis o such compe encies has been
es ablished (A ós egui, 2022). Howe e , he e is a
consensus ha compe encies associa ed wi h c ea i i y,
en ep eneu ship, c i ical hinking, eamwo k, and
digi al skills a e ans e sal: hese a e undamen al in
helping indi iduals ace u u e challenges as ci izens
and p o essionals (A ós egui, 2022).
UNESCO (2023) has iden i ied en essen ial abili ies
and compe encies ha enable indi iduals o na iga e
i : “Emo ional In elligence, Empa hy; C ea i i y, C i ical
Thinking; Collabo a ion; E ec i e Communica ion;
Complex P oblem Sol ing; Digi al Li e acy; Lea ning
o Lea n; Pe se e ance o Resilience” (p. 19). These
ARTS EDuCATION POLICY REVIEw 3
UNESCO ecommenda ions unde sco e he ele ance
o de eloping gene ic compe encies ha can be applied
in a wide a ie y o li e si ua ions and educa ional
en i onmen s, anscending he ba ie s o speci ic
school subjec s. Such compe encies a e e e ed o as
“ ans e sal;” hey ha e become a key aining elemen
in he educa ional, social, and p o essional sphe es.
Se e al cu en ini ia i es, including he R&D
esea ch p ojec “T ans e sali y, C ea i i y and
Inclusion in School Music P ojec s: An E alua i e
Resea ch” (TCIEM, 2023), seek o p omo e a mo e
in eg a ed ocus on ans e sal compe encies by
designing in e disciplina y school p ojec s ha p o-
mo e hose compe encies’ de elopmen based on c e-
a i i y, equal oppo uni y, digi al compe ency, and an
ad en u ous, en ep eneu ial spi i .
The con e gence o digi al and a is ic
compe encies
Digi al compe ency is de ined as he capaci y o use
echnologies c i ically, sa ely, and c ea i ely (Eu opean
Commission, 2021). I no only includes he echnical
use o digi al ools bu also he comp ehension o
how such echnologies can ans o m he way we
lea n, wo k, and communica e wi h one ano he
(Falloon, 2020). Taking hese ideas a s ep u he , we
ega d digi al compe ency as a ans e sal compe ency
ha in ol es IT alphabe iza ion, communica i e and
collabo a i e capaci ies, he c ea ion o digi al con en ,
knowledge abou digi al sa e y and p o ec ion, and
he abili y o apply he mos app op ia e digi al ools
o sol e p oblems acco ding o he cu en objec i e
o equi emen , as laid ou in DIGCompEdu, he
Eu opean F amewo k o he Digi al Compe ence o
Educa o s (Redecke , 2017).
“A is ic compe ency” (o en e e ed o as “cul u al
and a is ic compe ency”) is he capaci y o app ecia e
he impo ance o he c ea i e exp ession o ideas, expe-
iences, and emo ions h ough a wide a ie y o channels,
including music, li e a u e, he isual a s, and he pe -
o ming a s (Alsina & Gi áldez, 2012). A is ic compe-
ency in ol es es he ic app ecia ion, c ea i e exp ession,
cul u al unde s anding, di e gen hinking, and he mas-
e y o speci ic echniques associa ed wi h di e en o ms
o a is ic exp ession. A is ic compe ency is a ans e sal
abili y ha encou ages c ea i i y, c i ical hinking, and
cul u al sensi i i y.
Globally, digi al and a is ic compe encies a e
becoming inc easingly in e connec ed (Jand ić e al.,
2018; King e al., 2017; T eß, 2024). This con e gence
equi es s uden s o me ge bo h. While digi al com-
pe ency p epa es s uden s o unc ion and con ibu e
o an inc easingly echnological wo ld, a is ic com-
pe ency os e s c ea i i y and pe sonal exp ession,
bo h o which a e c ucial o inno a ion and pe sonal
and p o essional de elopmen . In e disciplina y
app oaches encou age s uden s o apply c ea i e hink-
ing alongside echnical skills o sol e eal-wo ld p ob-
lems. Such in eg a ion no only enhances s uden
engagemen bu also p epa es hem o u u e chal-
lenges by de eloping c i ical ans e sal compe encies
like collabo a ion and adap abili y. This is why in e-
g a ing digi al and a is ic compe encies ep esen s a
ans o ma i e oppo uni y o mode n educa ion. By
combining echnology wi h c ea i e exp ession h ough
ansdisciplina y me hodologies, educa o s can cul i-
a e well- ounded indi iduals equipped wi h he skills
necessa y o h i ing in he wen y i s cen u y.
An exempli ica ion o his con e gence be ween
digi al ools and a is ic exp ession educa ion is he
STEAM model (Science, Technology, Enginee ing,
A s, and Ma hema ics) (Pe ales & A ós egui, 2024;
P o o o a e al., 2023). I is an ex ension o he o -
me STEM model, which did no include he a s
(Lea y e al., 2023). Acco ding o Yakman and Lee
(2012), he inclusion o A s disciplines (wi h he
le e “A”) in he STEAM model in ol es a se ies o
a eas associa ed wi h Language A s (including music),
Physical A s (manual and a hle ic a s); Libe al A s
(Social) (i.e., educa ion, his o y, philosophy, and pol-
i ics), and Fine A s (including aes he ics).
The inclusion o he a s in he STEAM model
e lec s he inc easing awa eness ha c ea i i y and
di e gen hinking play a undamen al ole in inno-
a ion and sol ing complex p oblems. By combining
a is ic me hods wi h scien i ic and ma hema ical p in-
ciples, s uden s de elop mo e complex hinking abil-
i ies and pa icipa e in inno a ion by looking o
solu ions o eal-wo ld p oblems. STEAM p ojec s
p omo e eamwo k among s uden s om di e en
special ies, hus p epa ing hem o di e si ied wo k
en i onmen s; mo eo e , hey p o ide s uden s wi h
a p ac ical applica ion o abs ac ideas o conc e e
p oposals wi h signi ican e ec s on eal-li e si ua ions
(Filipe e al., 2024; Pe igna & Ka z-Buonincon o, 2019).
The cu en wo k en i onmen equi es e sa ile
employees capable o app oaching p oblems om a ious
angles and sugges ing solu ions ha anscend he limi s
o adi ional ba ie s among disciplines. I is hus
impo an o p epa e s uden s o a job ma ke ha al-
ues inno a ion and he capaci y o adap a ion. Wi h i s
c ea i e, holis ic app oach, he STEAM model is designed
o help s uden s de elop essen ial ans e sal abili ies.
The p og ess o he STEAM model has been s eady
in ecen yea s (Filipe e al., 2024; Pe ales & A ós egui,
4 Y. BLANCO-GARCÍA ETAL.
2024; Pe igna & Ka z-Buonincon o, 2019), bu he e
is s ill a long way o go. Aspec s such as gende equal-
i y in STEAM p ojec s and access o all demog aphic
g oups o digi al compe ency a e challenges ha s ill
equi e a en ion. A se ies o STEAM p ojec s launched
by he Eu opean Union ha e s a ed o add ess hese
issues o gende in eg a ion and economic inequali y
(Eu opean Commission, 2020, 2021, 2024).
Resea ch me hods
This pape aims o answe he ollowing esea ch
ques ions in ela ion o he in eg a ion o digi al and
a is ic compe encies:
• Q1. Wha does he in e na ional scien i ic li -
e a u e e eal abou in eg a ing a is ic-musical
and echnological languages in educa ion?
• Q2. How can ha in eg a ion help s uden s
de elop ans e sal compe encies (c ea i i y,
en ep eneu ship, inclusion, socializa ion, equal
oppo uni y, e c.), and how can ha in eg a ion
be me hodologically g asped?
• Q3. How can ins i u ions and educa o s omen
a ansdisciplina y model based on he in e-
g a ion o music, echnology, and he a s wi h
he aim o encou aging he de elopmen o
ans e sal compe encies?
To espond hese esea ch ques ions, a quali a i e
li e a u e e iew was conduc ed, making a desc ip i e
and compa a i e analysis o he sou ce documen da a
wi h he aim o ob aining he use ul, necessa y in o -
ma ion o espond o ou h ee esea ch ques ions
(c . Flick, 2007). The sea ch ollowed se e al phases.
In he i s , we analyzed documen s published om
2014 o 2024. As we s a ed o es ablish a bibliog aphy
o documen s o e iew, we ound hem by en e ing
he sea ch keywo ds “Digi al Compe ence” (OR Digi al
Skill OR ICT Compe ence) AND “Music Educa ion”
(OR Music) AND “A s educa ion” AND “STEAM”.
We examined i e mul idisciplina y da abases: (1) Web
o Sciences (WoS); (2) SCOPUS; (3) Eu opean
Re e ence Index o he Humani ies (ERIH-Plus); (4)
Educa ion Resou ces In o ma ion Cen e (ERIC); and
(5) he A s & Humani ies Da abase.
In he sc eening phase, ou inclusion c i e ia na owed
ou ocus down o s udies ha add essed he in eg a ion
o digi al and a is ic compe encies in educa ional con-
ex s. Mo eo e , we applied u he il e s: documen
publica ion da e (2014–2024), documen ypology (ou
sea ch was limi ed o scien i ic a icles), and documen
language (English and Spanish). Ou sc eening phase led
o he selec ion o 81 a icles ha we e ul ima ely
included in his li e a u e e iew: 18 a icles om WOS,
18 om SCOPUS, 14 om ERIH-Plus, 19 om ERIC,
and 12 om he A s & Humani ies Da abase.
In he subsequen quali a i e li e a u e analysis
phase, we obse ed indica o s associa ed wi h s udy
con ex s, educa ional le el, me hodological o ien a ion,
and an in e disciplina y o ien a ion ha included dig-
i al echnology, a is ic educa ion, and musical edu-
ca ion. De i ed om his quali a i e analysis, we
es ablished eme gen ca ego ies designed o add ess
ou h ee esea ch ques ions.
In ou inal discussion phase, based on he da a
ob ained in p e ious phases, we join ly elabo a ed he
p oposal o a ansdisciplina y educa ion model
designed o encou age he de elopmen o musical,
a is ic, digi al, and ans e sal compe encies. This
model seeks o c ea e an educa ional ecosys em ha
suppo s he inclusion o a is ic-musical and echno-
logical compe encies in he s uden aining p ocess
by encou aging s uden s’ c ea i i y, c i ical hinking
capaci ies, p oblem-sol ing skills, and a i udes owa d
equal access and inclusion.
Findings
Ou li e a u e e iew e ealed ha only a ew docu-
men s adop in e disciplina y app oaches o de elop
digi al and a is ic-musical s a egies. The majo i y o
he a icles analyzed ocused on digi al compe ency,
pa icula ly in highe educa ion and in he a ea o
a and music eache aining. O hese, he majo i y
ocused on he use o echnological ools and esou ces
in he a ea o a is ic and musical educa ion wi h he
aim o de eloping digi al compe encies o s uden s o
p e-se ice eache s. Fu he ex s ocused on he
impac o COVID-19 in he ans o ma ion o each-
ing me hodologies in ela ion o echnology in he
eaching and lea ning p ocesses, in gene al, and music,
in pa icula . A lesse numbe o documen s e e ed
o expe iences based on he STEAM app oach and
he bene i s i can p o ide in he a eas o c ea i i y,
eamwo k, educa ional inclusion, c i ical hinking, and
aining 21s -cen u y ci izenship.
Ou selec ion o 81 a icles included documen s
om 16 coun ies: Aus alia, Aze baijan, Bosnia and
He zego ina, Es onia, Ge many, I aly, Po ugal, Russian
Fede a ion, Spain, Uk aine, and he Uni ed Kingdom;
om he Ame icas: Colombia, he Uni ed S a es, and
Mexico; and om Asia: China and Hong Kong. Spain
was he mos highly ep esen ed coun y, wi h ou -
een pape s selec ed o ou e iew. This abundance
o ex s s emming om Spain may be due o he
ARTS EDuCATION POLICY REVIEw 5
emphasis o he cu en Spanish educa ional Ac
(LOMLOE) in he a ea o aining key and ans e sal
compe encies in manda o y educa ion and he con-
comi an epe cussions on p e-se ice eache aining.
In e ms o esea ched academic le el, mos s udies
in ou selec ion ocused on highe educa ion, pa ic-
ula ly on p e-se ice eache aining and, mo e spe-
ci ically, in music eache aining, in line wi h wha
Ma ín-Suel es e al. (2022) elici ed. In second e-
quency o occu ence, ou selec ion ea u ed s udies
o p ima y and seconda y educa ion; he leas quan i y
o s udies was associa ed wi h p o essional eaching
o music and non- o mal educa ional en i onmen s.
Ou esul analysis yielded h ee eme gen ca ego ies:
1. De elopmen o digi al compe encies and a is-
ic compe encies.
2. De elopmen o ans e sal compe encies and
me hodological app oaches o achie e hem.
3. Towa d a model based on he goal o ans-
e sal educa ion.
De elopmen o digi al and a is ic compe encies
Scien i ic publica ions in he ield o educa ion a e
displaying an inc eased in e es in he in eg a ion o
a is ic-musical means o exp ession and echnological
skills in he eaching-lea ning p ocess; no only e e
since he dawn o he digi al age bu pa icula ly mo e
ecen ly in he pos -pandemic wo ld (González-Zama
& Abad-Segu a, 2021; Lea y e al., 2023; Ma ín-Suel es
e al., 2022).
Se e al s udies poin ou he bene i s o ha con-
e gence, which allows s uden s o explo e new means
o exp ession (K öne e al., 2021; La en ie a e al.,
2023; Samaniego e al., 2024). The inc easing inco -
po a ion o a is ic, musical, and echnological com-
pe encies in he cu iculum also inc eases hei
mo i a ion, pa icipa ion, and engagemen in he
lea ning p ocess, no only in o mal educa ional con-
ex s (Calde ón-Ga ido e al., 2019; Izquie do &
Fe nández Maes e, 2020) bu also in non- o mal
ones (Schols & de Haan, 2016). A is ic and musical
compe encies a e he eby angibly imp o ed, and s u-
den s can de elop digi al skills ha a e essen ial o
he wen y i s cen u y (K öne e al., 2021; Lea y
e al., 2023; Masca ell, 2019; Papanas asiou e al.,
2019). The con e gence o hese means o exp ession
acili a es a mo e holis ic and in e disciplina y o i-
en a ion o he eaching-lea ning p ocess, encou aging
s uden s o ind connec ions among di e se a eas o
knowledge (D agone & Rosa-Napal, 2021; Samaniego
e al., 2024).
Digi al and a is ic compe encies in eache
aining and p o essional de elopmen
The a icles we consul ed shed ligh on eache s’ ech-
nological compe encies in he con ex o in eg a ing
he la e wi h he a s. S udies conduc ed by Asad
e al. (2021) and Calde ón-Ga ido e al. (2021) iden-
i ied a conside able gap be ween eache s’ compe en-
cies and he echnological compe encies equi ed o
e ec i e class oom in eg a ion.
Teache a i udes owa d echnology a e essen ial
on he oad owa d hei e ec i e adop ion and in e-
g a ion (B a o Villa es & Fe nández Sánchez, 2022;
Colás-B a o & He nández Po e o, 2014;
Ma eos-Mo eno & B a o-Fuen es, 2023). The la e
s udies showed ha posi i e pe cep ions ega ding he
use ulness and ease o use o echnologies a e co -
ela ed wi h a g ea e in eg a ion o echnologies in
eache s’ day- o-day p ac ice. The li e a u e in ou
e iew iden i ied a se ies o speci ic echnological
compe encies ha a e necessa y o he e ec i e in e-
g a ion o a is ic and musical educa ion: knowing
how o use audio and ideo edi ing so wa e, amil-
ia i y wi h digi al c ea o pla o ms and online col-
labo a ion ools (Colomo & Cí ico, 2023; Mo eale,
2022; Peñal e & Po a, 2021).
The scien i ic li e a u e also highligh s he ele ance
o echnological compe encies in p e-se ice eache
aining, pa icula ly in he a eas o a is ic and musi-
cal educa ion (S ojano ić, 2023; Usca e al., 2024;
Wan, 2022). S udies show ha eache s wi h solid
aining in educa ional echnologies a e mo e likely
o in eg a e hese ools in o hei pedagogical p ac ice.
Fo example, esea ch by Calde ón-Ga ido e al.
(2021), Cheng e al. (2024), C emades-And eu (2023),
Ma eos-Mo eno and B a o-Fuen es (2023), and Palau
e al. (2019) show a pe sis en gap be ween eache s’
ecogni ion o he impo ance o echnology in a is ic
educa ion and hei p ac ical abili y o implemen i
e ec i ely. This gap is also a ibu ed o a lack o
speci ic aining in using digi al echnologies o each
music and he a s.
Indeed, he aining o echnological compe encies
should no be limi ed o me e echnical knowledge;
i should also include he capaci y o in eg a e hose
ools e ec i ely in day- o-day educa ional p ac ice and
pedagogy. Uni e si y s uden s should be gi en se e al
occasions o y ou di e en me hodologies du ing
hei p e-se ice eache aining (Rizzi e al., 2023;
Usca e al., 2024), because he me e use o digi al
esou ces in he class oom is no necessa ily accom-
panied by me hodological ans o ma ion. An e ec i e
in eg a ion o echnology equi es cons an eedback
6 Y. BLANCO-GARCÍA ETAL.
be ween echnology, cu icula con en , and pedagog-
ical me hods (Se ano & Casano a, 2022).
Con inuous eache aining in he a ea o educa-
ional echnologies is ano he c i ical ac o o
imp o ing eache s’ digi al compe encies. Asad e al.
(2021) and B a o Villa es and Fe nández Sánchez
(2022) demons a e ha well-designed p o essional
de elopmen p og ams signi ican ly imp o e eache s’
digi al compe encies, p oblem-sol ing abili ies, and
communica ion capaci y (Leos e e al., 2022; Song,
2020). These p og ams also help b idge he gap
be ween heo e ical knowledge and p ac ical applica-
ion in eal-wo ld class ooms (Se ano, 2017).
Digi al and a is ic compe encies in he educa ion
o s uden s
Al hough esea ch in his ield emains limi ed, he sci-
en i ic li e a u e analyzed o e s e idence ha de eloping
echnological compe encies in s uden s is be e achie ed
by combining a is ic-musical means o exp ession wi h
echnological know-how (Mono Cas añeda, 2023;
Sáez-López & Se illano-Ga cía, 2017). Such in eg a ion
can help s uden s imp o e hei manne o sea ching,
selec ing, and managing in o ma ion and how hey deal
wi h c ea ing and edi ing mul imedia con en . I also
encou ages he de elopmen o compu a ional hinking,
online collabo a ion abili ies, and he e ec i e use o
digi al communica ion ools (C emades-And eu &
Campollo-U kiza, 2023; Roho chenko e al., 2021).
Fu he s udies (e.g., Della Ven u a, 2021) indica e ha
inco po a ing echnology in he lea ning p ocess helps
music s uden s ind solu ions hey can apply o p oblems
hey encoun e in hei in e p e a ion o ins umen al
epe oi e. I also allows hem o become ac i e pa ici-
pan s in he class oom.
Despi e hese e iden bene i s, se e al challenges
p e en on in eg a ing a is ic-musical and echnolog-
ical app oaches. One signi ican issue is he pe sis ence
o inequali ies in access o echnology, which disp o-
po iona ely a ec s s uden s om lowe socio-economic
backg ounds (Cabe o-Almena a & Ruiz-Palme o,
2018). Addi ionally, many educa o s lack he necessa y
aining o design and implemen meaning ul p opos-
als ha in eg a e hese compe encies (Calde ón-Ga ido
e al., 2021; Cheng e al., 2024).
Ano he challenge lies in e alua ing compe encies
de eloped wi hin in eg a ed lea ning en i onmen s.
Dias-T indade & Mo ei a (2020) obse ed ha adi-
ional assessmen me hods o en ail o cap u e he
mul i ace ed na u e o compe encies such as c ea i i y
and collabo a ion. Simila ly, Su o o e al. (2022)
ound ha while s uden s o en exhibi high gene al
digi al compe ency, hey equen ly s uggle wi h spe-
ci ic asks ela ed o c ea ing and modi ying a is ic
o musical digi al con en .
The impac o COVID-19
Be o e he COVID-19 pandemic, scien i ic li e a u e in
ou ield was al eady showing an inc easing in e es in
in eg a ing a s, music, and echnology in educa ion.
A e ha , he pandemic ac ed as a ca alys o digi al
ecep ion and ans o ma ion in he educa ional ield,
accele a ing he adop ion o ce ain echnologies and
ede ining he in eg a ion o music and he a s in he
eaching-lea ning p ocess. This phenomenon was widely
documen ed in ecen scien i ic li e a u e (e.g., Biasu i
e al., 2023; Domínguez-Llo ia & Pino-Jus e, 2021; Sabol,
2022). These a icles no ed he ise o digi al pla o ms
and digi al a is ic c ea ion ools: hese ha e become
quasi-omnip esen and make i easie o use s o ind
new means o a is ic and musical exp ession. The need
o lexibili y led o an inc ease in he use o open-sou ce
educa ional esou ces and asynch onous lea ning pla -
o ms; his, in u n, allowed s uden s o explo e a is ic
and musical con en a hei own pace (in o mal aca-
demic as well as non- o mal educa ional en i onmen s).
Thus, new o ms o a is ic and musical collabo a ion
eme ged online, encou aging c ea i i y and i ual social
connec ions.
In addi ion o his inc ease o he implemen a ion
o digi al ools, he sys ema ic e iew sugges s ha
he pandemic has likewise exe ed a long- e m impac
on he in eg a ion o a s, music, and echnology in
educa ion (Begić & Šulen ić, 2023; Buchbo n e al.,
2022). Au ho s obse ed a endency owa d lea ning
models ha combine ace- o- ace and i ual si ua ions
(blended lea ning models), aking ad an age o each
one’s mos use ul cha ac e is ics. Adap i e echnologies
and a i icial in elligence a e being inc easingly used
o pe sonalize a is ic and musical lea ning expe i-
ences (Li, 2020; Ma zal & Vi a elli, 2024). Vi ual and
augmen ed eali y a e also on he ise. These ech-
nologies a e being adop ed in musical and a is ic
educa ion o c ea e imme si e expe iences, leading o
new o ms o exp ession and es he ic app ecia ion
(Ceb ián e al., 2024; Innocen i e al., 2019;
Papanas asiou e al., 2019; So oko e al., 2021).
Al hough he ansi ion o online eaching p esen ed
a se ies o signi ican challenges, i also opened new
possibili ies o using nume ous apps and o musical
collabo a ion a a dis ance. Biasu i e al. (2023) and
Cheng e al. (2024) no ed he need o a is ic educa ion
o main ain a balance be ween echnological in eg a ion
and adi ional p ac ices. In hei s udies, hey concluded
ARTS EDuCATION POLICY REVIEw 7
ha al hough echnologies p esen unique oppo uni ies,
hey should no wholly eplace p ac ical, ace- o- ace
expe iences in a is ic and musical lea ning.
De elopmen o ans e sal compe encies and
applied me hodological app oaches
The de elopmen o ans e sal compe encies
Few s udies ocused on analyzing in e disciplina y
p oposals based on a s, music, and echnology om
he pe spec i e o de eloping ans e sal compe encies.
Resea ch by Usca e al. (2024) and Samaniego e al.
(2024) highligh s he po en ial o such app oaches o
enhance c ea i i y, c i ical hinking, p oblem-sol ing,
and pe sonal de elopmen compe encies. These s udies
also emphasize ha ans e sal lea ning is s udied
mo e in seconda y educa ion han in o he academic
le els (Calde ón-Ga ido e al., 2021).
The in e disciplina y ocus inhe en in he STEAM
app oach allows eache s and s uden s o e s signi i-
can ad an ages o de eloping ans e sal compe-
ences. Resea ch by Filipe e al. (2024), Quigley and
He o (2016), and Sanz-Cama e o e al. (2023) ound
ha he in eg a ion o he a s in STEAM educa ional
models p omo es c ea i e compe ency, empowe men ,
and decision-making, gi en ha he STEAM me h-
odology has p o en mo e e icien in ackling p ob-
lems and inding di e gen solu ions. This, in u n,
omen s he de elopmen o men al amewo ks and
imp o es comp ehension expe ise.
Depending on au ho s, he STEAM p oposal is
iewed om an in e disciplina y o ansdisciplina y
angle; he la e is op imal o daily p oblem-sol ing
(Lin & Tsai, 2021). Pe ales and A ós egui (2024) poin
ou he use ulness o p ojec s such as Global Science
Ope a, The Imaginee ium and Ge We as good exam-
ples o ansdisciplina y p ojec s whe e music and he
a s a e on a pa wi h o he a eas. Howe e ,
Sanz-Cama e o e al. (2023) poin ed ou ha ew p oj-
ec s in p eschool and p ima y educa ion ha e au hen-
ically and signi ican ly inco po a ed he a s in o
STEAM p oposals. This unde sco es he need o
educa ional policies ha p omo e g ea e ansdisci-
plina y in eg a ion based on music and he a s.
Beyond STEAM ini ia i e, o he in e disciplina y
a is ic p oposals media ed by echnology ha e yielded
compa able esul s in e ms o c ea i e de elopmen ,
c i ical hinking, and social in e ac ion. Fo example:
• P ima y Educa ion: Sáez-López and
Se illano-Ga cía (2017) analyzed he use o
Sc a ch wi h senso s o combine compu a ional
hinking wi h a s educa ion.
• Seconda y Educa ion: P ojec s such as cul u al
e-snapsho s (Colomo & Cí ico, 2023) o in e -
disciplina y audio isual p oduc ions (D agone
& Rosa-Napal, 2021) ha e shown posi i e
ou comes.
• P e-Se ice Teache T aining: de Moya and
Sy oyid (2021) explo ed c ea ing musical s o ies
o didac ic pu poses.
In non- o mal educa ion en i onmen s, u he
p ojec s combining digi al and a is ic-musical com-
pe encies ha e imp o ed s uden mo i a ion,
logical-ma hema ical hinking, and lea ning o musical
concep s. Examples include he Bee-Bo educa ional
obo (To ejón & Ven u a-Campos, 2019) and se e al
iPad applica ions including Cubasis, S udio.HD, IMPC,
Loop as ic HD, and Loopy HD, all o which encou age
c ea i i y and imme sion, leading o new cu iculum
pe spec i es (O de , 2015). Fu he in eg a i e expe-
iences use social media and pla o ms such as
YouTube and X (Twi e ) (Mon eal-Gue e o &
He e o Gozalo, 2023), educa ional blogs (Ca ión &
Pé ez Agus ín, 2020), and augmen ed eali y ools (del
Mo al e al., 2022) o de elop no only digi al/a is ic
compe encies, c i ical hinking, and c ea i i y, bu also
a se ies o communica i e, social, and eamwo k abil-
i ies. Al hough he li e a u e on inco po a ing a i icial
in elligence in educa ion is s ill sca ce, ce ain s udies
ha e al eady no ed posi i e esul s. One example is
he p ojec de eloped by Pa ada-Cabalei o (2024),
who used gene a i e ools o encou age he co-c ea ion
o con en eme ging om a collabo a ion be ween
child en and an AI. This p ojec encou aged an in e-
g a i e de elopmen o hose child en’s digi al and
a is ic compe encies.
Inclusion h ough a s and echnology
Technology, when inco po a ed in o a s and music
educa ion, helps s uden s de elop social compe ency
and a mo e inclusi e a i ude (Ca ión & Pé ez
Agus ín, 2020; Welling on e al., 2020). In wha e e s
inclusion o s uden s wi h special needs, he ollowing
expe iences we e ound:
• Mo eno e al. (2023) used Accessible Digi al
Musical Ins umen s o p o ide inclusi e access
o child en wi h ce eb al palsy in Po ugal.
• Cano and Sánchez-Ibo a (2015) demons a ed
how PLAIME so wa e suppo ed s uden s wi h
disabili ies in acqui ing musical knowledge while
enhancing hei pe cep ual and social skills.
• Hillie e al. (2016) epo ed an a s-and- ech-
nology expe ience wi h s uden s on he au is ic
8 Y. BLANCO-GARCÍA ETAL.
spec um which p o ed o educe hei s ess
and anxie y.
• Chao-Fe nandez e al. (2017) inqui ed p o-
g ams o he inclusion o s uden s wi h hea -
ing de iciencies. She ound ha such p og ams
a o ed hei inclusion by suppo ing hei
mo i a ion and in eg a ion.
These inclusi e ini ia i es unde sco e he po en ial
o digi al echnology o c ea e equi able oppo uni ies
o all lea ne s while os e ing empa hy and
sel - egula ion h ough mul isenso y lea ning expe i-
ences (Kas ne e al., 2020;; Ma ín-Suel es e al., 2022;
Usca e al., 2024).
As o social inclusion, o he p ojec s combining
music and echnology encou aged he cul i a ion o
social alues, a g ea e accep ance o di e si y, and a
no able imp o emen in he gene al a mosphe e in
he class oom (Rod igo-Ma ín e al., 2020; Ro i his
e al., 2019).
Me hodological app oaches and educa ional
s a egies
The educa ional expe iences documen ed in he li e -
a u e coincided in ha hey used inno a i e me hod-
ological app oaches based on ac i e lea ning and
p omo ing he use o digi al echnology as a key edu-
ca ional esou ce in eaching-lea ning p ocesses, as
applied bo h o a school subjec s and o o he s o
an in e disciplina y and ansdisciplina y o ien a ion.
Fi s , echnology-assis ed collabo a i e lea ning was
one o he mos commonly used me hodological
app oaches in ou sample. Palazón-He e a (2021)
demons a ed i s e icacy in suppo ing high-school-
le el music s uden s in building c ea i e p ojec s and
as an e icien means o de eloping c ea i i y and
empowe men . Technology-assis ed collabo a i e lea n-
ing also imp o ed s uden mo i a ion, s uden social
abili ies, and academic pe o mance; howe e , p ojec
leng h, o ganiza ional complexi y, and p e iously p e-
pa ing he g oup’s social skills we e de e minan ac-
o s o he imp o emen o esul s. A iaga and Riaño
(2017), Mahei ie and Ba e o (2019), and Mu illo
e al. (2019) all highligh ed he social cons uc ion o
knowledge and lea nings h ough me hodologies based
on collabo a ion.
P ojec -based lea ning (PBL) was ano he p omi-
nen me hodology, pa icula ly wi hin STEAM- ocused
s udies. Domènech-Casal (2018) iden i ied he co e
componen s o PBL: (1) he eaching p ocess de i es
om a pa icula con ex , si ua ion, o p oblem; (2)
con en s a e lea ned wi hin ha con ex ’s amewo k
and gi e ise o g oup ac i i ies; and (3) he eache
needs o pose a challenge ha should be iden i ied
as such as and ackled by all pa icipan s. Se e al
s udies demons a ed posi i e esul s associa ed wi h
he PBL app oach: o ins ance, in collabo a i e wo k
on audio isual c ea ion (Sáez López & Se illano-Ga cía,
2017), in s uden au onomy sea ching o solu ions in
he a ea o musical in e p e a ion (Della Ven u a,
2021) and in ac i a ing child en’s c i ical hinking in
musical composi ion ac i i ies (Pa ada-Cabalei o,
2024) ollowing he applica ion o in e disciplina y
expe iences.
A hi d me hodological app oach iden i ied was
inqui y-based lea ning. I p o ed o be bene icial o
s uden s (O iz-Re illa e al., 2021) o seek c ea i e
solu ions and ideas wi hin he amewo k o scien i ic,
echnological, and/o a is ic hinking. The STEAM
model se ed as one o he poin s o e e ence.
Fou h, s udies also emphasized s uden -based lea ning
(SBL) as a ans o ma i e s a egy o os e ing ac i e
engagemen . Della Ven u a (2021) examined he ans-
o ma ion om a mo e passi e o a mo e ac i e lea ning
ocus by applying echnology in music ins umen pe -
o mance aining. Shi (2023) explo ed en mobile apps
designed o ocal aining; she highligh ed he symbiosis
be ween he a ea o music pedagogy and he echnolog-
ical domain, esul ing in cons uc i e eedback o s u-
den s, leading o a mo e pe sonalized app oach o ocal
aining. In p e-se ice eache aining, de Moya and
Sy oyid (2021) p esen ed he ecological app oach as a
eaching s a egy combining music and an in e disciplin-
a y o ien a ion associa ing c ea i i y, echnology, and he
human-o ien ed aspec in an audio isual p oduc ion
expe ience.
Fi h, gami ica ion eme ged as a mo i a ional
lea ning ha en i ely ans o m a ewa d sys em o -
me ly ocusing on g ades (nume ical sco es) in o a
new ype o challenge, he s uden s mus ace
h oughou hei lea ning p ocess (Domínguez-Llo ia
e al., 2023). The implemen a ion o digi al apps in
he a ea o music composi ion se ed as a mo i a-
ional s a egy o music lea ning, pa icula ly o
s uden s who had no expe ience playing a musical
ins umen (Chen, 2020). Simila ly, Slađana (2015)
used online games and gami ica ion ools o mo i a e
child en en olled in an in e na ional a s p og am o
lea n music and dance in English; he apps inc eased
equal access and mo i a ion. Fu he ypes o syne -
gies be ween echnology and music can gi e ise o
imme si e expe iences o adolescen s who habi ually
use social media o c ea e collec i e, in e ac i e
exchange expe iences inside and ou side he class-
oom (Domínguez-Llo ia e al., 2023).
ARTS EDuCATION POLICY REVIEw 15
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