A systematic review of digital technology-enhanced strategies in music education: Implications for South African higher education learning

Sakhiseni Joseph Yende

doi:10.61251/ijoep.v3i2.329

Authors

Sakhiseni Joseph Yende Department of Language Education, Arts & Culture, University of South Africa, South Africa

DOI:

https://doi.org/10.61251/ijoep.v3i2.329

Keywords:

Culturally responsive pedagogy, digital music education, higher education, inclusive digital pedagogies, technology-enhanced learning

Abstract

This article contributes to scholarship on music education and digital pedagogy by providing a systematic synthesis of digital and technology-enhanced teaching strategies in higher education music learning, with a specific focus on the South African context. While existing studies have explored the benefits and limitations of digital learning, this review offers new insights by consolidating fragmented research on technology-mediated music pedagogy and examining how these approaches function within the socio-economic and educational realities of South African universities. By applying PRISMA-guided systematic review methods to literature published between 2015 and 2025, the study identifies emerging pedagogical patterns and highlights the ways in which digital tools reshape both theoretical instruction and practical musicianship in tertiary music education. The originality of this study lies in its contextual emphasis on digital inequality and culturally responsive pedagogy in music education. The review demonstrates how digital platforms such as virtual rehearsal environments, collaborative online spaces, and digital archiving tools can support multilingual engagement and the preservation and dissemination of indigenous musical knowledge. In doing so, the study extends current debates in digital pedagogy by foregrounding the role of technology in sustaining culturally relevant music education practices. Furthermore, the article advances scholarship by linking technological innovation in music education to broader structural challenges in South African higher education. It highlights how disparities in digital infrastructure, institutional resources, and digital literacy shape the implementation of technology-enhanced learning. These findings inform curriculum reform and national policy debates on equitable digital transformation in South African higher education music programmes nationwide.

Author Biography

Sakhiseni Joseph Yende, Department of Language Education, Arts & Culture, University of South Africa, South Africa

Dr. Sakhiseni Joseph Yende is a South African scholar, music educator, and professional opera singer whose work bridges music, education, and social transformation. He holds a Doctor of Philosophy (PhD) from the University of Cape Town and currently serves as a Lecturer in the College of Education at the University of South Africa. His scholarship is situated at the intersection of music education, cultural studies, and social justice pedagogy, with a particular focus on the role of indigenous African musical traditions in education. Dr. Yende has published more than 80 academic articles in DHET-accredited local and international journals, including high-impact journals under the Taylor & Francis Group. He has also edited a scholarly book, demonstrating his commitment to advancing research on African music, education, and cultural knowledge systems. His research explores how music can function as a transformative pedagogical tool that fosters cultural awareness, social justice, and inclusive educational practices. A key aspect of Dr. Yende's scholarship is his advocacy for Indigenosociomusicology, a theoretical framework that integrates indigenous musical knowledge and African-centred epistemologies into educational curricula. Through this work, he promotes culturally responsive teaching and challenges Eurocentric approaches that have historically marginalised African musical traditions within formal education. His recent research includes studies on the pedagogical potential of anti-xenophobia songs and investigations into sacred vocal polyphony in Zulu worship music. Dr. Yende has presented his work at numerous national and international conferences and has served as a Guest Editor for a special issue of the E-Journal of Humanities, Arts and Social Sciences (EHASS). In addition to his research contributions, he plays an active leadership role within his department, serving on several committees, including as Chair of the Master's and Doctoral Committee and Chair of the Higher Degrees and Ethics Committees. He is also currently serving as a Stakeholder Consultant for Master's and Doctoral programmes in Language Education at the University of Namibia. Through his academic and artistic work, Dr. Yende continues to foster empathy, intercultural understanding, and socially responsible citizenship.

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