Empowering music education with technology: a bibliometric perspective

Figure 2 shows the bibliometric overview of using technology in music education. From 1991, when the first relevant article was retrieved by WoS, to 2024, research output has increased by 12.07% per year, highlighting the growing importance of technology in this field. A total of 825 documents were published by 1836 authors, averaging 2.44 co-authors per paper, indicating strong collaboration. The international co-authorship rate is 13.03%, showing notable cross-national research efforts. These documents cover 2550 different keywords, reflecting a wide range of research topics. With a total of 28,471 references, these data show that research on technology in music education is a growing field with extensive international collaboration and diverse research themes, holding significant academic influence.

Frequency of scientific publications related to technology in music education.

Publication strength: quantity and quality of journals

The trend of publications on technology applications in music education can be divided into two phases: slow growth and significant growth (Fig. 2).

Slow growth (1991–2018)

The annual number of studies did not exceed 20 articles, but the number of publications steadily increased, reflecting initial academic interest in the intersection of technology and music education.

Significant growth (2019–2022)

Since 2019, the number of research articles has skyrocketed, peaking at 187 articles in 2022, driven by the global COVID-19 pandemic, which pushed music education towards online or digital teaching, consistent with previous studies (Li et al., 2021). There is a slight decrease in 2023, but it should be noted that this may be due to the typical lag in indexing some journals published on an annual basis, and not necessarily a real decrease in research activity.

From 1991 to 2024, research on the application of technology in music education was published in 392 journals. According to Bradford’s Law, we calculated the core journals in this field (Fig. 3). Based on citation counts, the top ten journals were ranked (Table 2).

Areas of scientific productivity of journals (core sources by Bradford’s Law: 392 journals and 825 articles).

In the field of technology-enabled music education, the International Journal of Music Education published the most articles, with 33 papers, but its average citation rate and impact factor are low (0.6). In contrast, Music Education Research has an average citation count of 16.34 per article, indicating significant influence in this field. Judging by the impact factor, Music Education Research is identified as a core authoritative journal in music technology and education. Notably, Frontiers in Psychology and Soft Computing are journals in psychology and computer science, respectively, reflecting the interdisciplinary research trend in music education.

Research strength: core authors, institutions, and countries

Table 3 shows the top ten authors in the field of technology application in music education by publication volume. The analysis focuses on the top three authors: Gorbunova Irina B., Biasutti Michele, and Calderon-Garrido Diego.

Irina B. Gorbunova is the most prolific author in this field, with 18 articles and 35 citations. Her research mainly integrates technology into music education through theoretical frameworks and inclusive education. For example, Gorbunova uses mathematical and computer technologies to analyze music structure and creativity, advancing theoretical musicology and practical education. She developed software specifically for visually impaired students, demonstrating the potential of technology to enhance educational accessibility and outcomes (Gorbunova and Zalivadny, 2020).

Michele Biasutti ranks second in productivity, focusing on the transformative use of digital tools in music education, particularly during the COVID-19 pandemic, using information and communication technology (ICT) for remote teaching to enhance teacher–student interaction. Through a constructivist approach, he enhances professional skills (Biasutti et al., 2023). Biasutti has a high citation count (199 citations from 7 articles), but he notes that the long-term impact of ICT on student outcomes and teacher effectiveness requires further exploration (Biasutti et al., 2019; Seddon and Biasutti, 2008).

Diego Calderon-Garrido focuses on the training of music teachers, including digital competencies and adaptation strategies during the COVID-19 pandemic. His research reveals that music teachers turn to meditation activities in the face of resource constraints, advocating comprehensive digital training, though its effectiveness in different educational environments needs further exploration (Calderon-Garrido, Gustems-Carnicer (2021)).

From Fig. 4, it can be seen that in the early 1990s, the primary research countries were only Australia and Germany. Around 2004, more countries began to participate in the research. Currently, research in this field involves dozens of countries.

Evolution of the country-region share of relevant research between 1991 and 2024 (country-region based on the affiliation of the first author).

Table 4 shows that China leads in the number of publications in this field, accounting for ~35% of the total. Chinese research mainly focuses on exploring and applying digital music technology in classroom environments, such as combining text, images, animations, and music to enhance the teaching and learning process. Emphasis is placed on the role of multimedia technology in enriching classroom content, diversifying teaching methods, and improving the efficiency and effectiveness of music education. However, Chinese research often focuses solely on the functional use of technology, with less emphasis on educational outcomes.

The USA ranks second with ~29% of the total publications. American research explores the use of advanced technology and multimedia tools, focusing on the evolution and practice of AI in music education, such as comparing traditional and AI-enhanced educational methods. AI addresses the limitations of traditional teaching and enhances personalized learning experiences (Chen et al., 2024; Yu et al., 2023; Wang et al., 2024b; Wang et al., 2025; Jin et al., 2025). Although American research highlights the significant potential of these technologies, it sometimes overlooks the impact of different educational and cultural backgrounds (Waddell and Williamon, 2019).

Spain ranks third, accounting for ~19% of the total publications, focusing on integrating social media and online resources to improve accessibility and participation in music learning (Crawford, 2013). For example, the project “Music X” uses web 2.0 technology to provide a platform for music education for students in rural and remote areas, emphasizing educational inclusivity (Crawford, 2013). However, Spanish research’s over-reliance on these platforms may affect the quality and sustainability of education outcomes (Sastre et al., 2013).

Figure 5 shows that international collaborations are frequent in the field of technology applications in music education, with extensive collaboration networks between China, the USA, Spain, and the UK, indicating the broadness and importance of global scientific cooperation. Notably, there is a high level of cooperation between China and the USA, possibly due to shared interests and resource sharing in technology and music education research (Lee and Nguyen, 2021). Additionally, regional cooperation in Europe is significant, particularly among Spain, the UK, Norway, Finland, and Ukraine, which not only enhances regional research levels but also promotes the application of technology in music education.

National collaboration network.

Figure 6 indicates a significant increase in publication volume in recent years, especially in 2022, reflecting rapid growth in this field. Asian countries like China, Japan, and South Korea, also have substantial publication volumes. In Italy, researchers predominantly examine how music educators adapted online teaching practices during the COVID-19 lockdown, highlighting the use of ICT-based strategies to address lesson planning, assessment, and work-life balance (Biasutti, et al., 2023). In Australia, studies emphasize transitioning older adults’ face-to-face instrument lessons to online formats, illustrating the need for robust technical support and creative digital pedagogy (MacRitchie et al. 2023), as well as exploring gender-related media multitasking behaviors and virtual improvisation communities that foster social connectedness (Cotten, et al., 2014; MacDonald et al. 2021). Meanwhile, scholars in Russia investigate early childhood music education by examining parent-teacher collaboration and the mixed acceptance of digital tools (Ivanova et al. 2020), propose e-learning frameworks to enhance music teacher training (Karkina et al. 2023), and analyze how machine learning may shape human creativity in musical production (Farina et al. 2024). Collectively, these international studies underscore shared concerns about technology’s capabilities, limitations, and implications for sustaining and innovating music education.

Annual volume of publications in countries.

Research hot topics

Keywords condense the core content of papers, and their co-occurrence analysis can reveal key themes in a research field. In this study, VOSviewer was used to cluster keywords from the documents and generate a knowledge map for keywords that appeared at least ten times (Fig. 7).

Knowledge map of keyword clustering co-occurrence in sample literature.

The results show that research on the application of technology in music education focuses on four areas: Technological Integration and Interaction, Adaptive Learning and Creative Pedagogies, Educational Frameworks and Performance, and Diverse Inclusion of Children and Adolescents. We analyzed high-frequency keywords and their corresponding connection strengths and categorized the main content under each theme into four hot topics (Table 5): Technological Integration and Interaction, Adaptive Learning and Creative Pedagogies, Educational Frameworks and Performance, and Diverse Inclusion of Children and Adolescents.

Research theme 1: technological integration and interaction

The first cluster focuses on the integration of technology and interaction between educational stakeholders, exploring technology acceptance, innovative teaching tools, and digital communication methods to enhance educational motivation and transmission. This cluster comprises three categories:

Technology adoption and effects

The impact of technology on acceptance, motivation, and learning outcomes in music education. When technology facilitates and enhances the music learning experience, educators and students are more likely to adopt it. The integration of digital technology can significantly boost student motivation and learning outcomes, indicating a positive correlation between technology acceptance and educational transmission (Waddell and Williamon, 2019). Studies by Dorfman (2016) further emphasize the crucial impact of technology on music education.

Educational technology methods

Enhancing music education through AI, AR, and other means. These tools promote effective communication in education, providing immersive educational experiences that engage students in deep learning. Research by Dai (2021) and Turchet et al. (2018) integrates these technologies into music education, enhancing interactive educational experiences. ICT also plays a key role in improving music education learning experiences. Digital audio technology is pivotal in music classrooms (Kladder, 2021), while Zhang and Sui (2017) explore the specific applications of digital music technology, combining it with traditional teaching methods to enhance middle school music classroom effectiveness. The importance of ICT and digital tools in enhancing music education aligns with findings by Brown (1999), who underscores the role of digital representation in music education.

Different educational backgrounds and practices

The application of technology in music education encompasses various educational stages, especially secondary and higher education. Studies by Busen-Smith (1999) and Walls (2000) point out that technology integration meets diverse educational activities, supplying the educational needs of different stages, enhancing teaching effectiveness and student engagement. The application of technology adapts to evolving comprehensive teaching methods.

Research theme 2: adaptive learning and creative pedagogies

The second cluster focuses on the adaptive teaching strategies adopted by educators during the COVID-19 pandemic, transforming music education into online platforms with creativity and popularity, comprising two categories.

Online learning and participation

During the COVID-19 pandemic, online and remote learning platforms (e.g., YouTube) supported educational engagement. These platforms allowed teachers to continue teaching outside the traditional classroom environment but required overcoming barriers to remote education, ensuring high teaching engagement through creative teaching methods and digital tools (Biasutti et al., 2021).

Innovation and cognitive development

Conversely, teachers’ transition to online platforms also promoted innovation and cognition. Educators explored creative pedagogies for online education, such as placing instrument lessons in virtual environments to ensure student engagement. Vaizman (2022) aligns with findings on creative pedagogical adaptations, such as using virtual environments for instrumental lessons to maintain student involvement.

Research theme 3: educational frameworks and performance

The third cluster reflects the use of digital technology in classrooms and higher education, enhancing teaching practices and performance evaluation.

Teaching methods impact on performance

Teaching methods affect students’ performance in music education. Asare et al. (2023) explore the integration of ICT in music education, showcasing its potential to increase student engagement and personalize learning experiences, emphasizing that technology-driven education offers new possibilities that traditional methods may lack.

Research theme 4: diverse inclusion of children and adolescents

The fourth cluster highlights the development of skills to ensure educational inclusivity, addressing the diverse cultural and gender-specific needs in the learning environment. The diverse inclusion of children and adolescents is crucial for the application of technology in music classrooms. Armstrong (2011) points out that technology in music education may inadvertently perpetuate gender stereotypes. Welch et al. (2008) emphasize the impact of gender and music genres on higher education learning outcomes, necessitating inclusive teaching methods that cater to these differences.

Analysis of research theme evolution

Citespace visualizations provide an analysis of the evolution of themes in technology-enabled music education. By analyzing the time distribution and density of keywords, the changes and emerging trends in research can be tracked (Fig. 8). The following analysis is conducted according to the time dimension.

Temporal track of high-frequency keywords.

First phase: foundation of educational technology (1991–2000)

This phase primarily focuses on the foundational research on technology in music education. Keywords such as “information technology,” “secondary education,” “curriculum development,” and “higher education” appear. The studies mainly explore the benefits of information technology in educational environments, but the integration of technology and music education is not yet deep. Digital technology in music education is recognized for its three functions: tool, instrument, and thinking medium, emphasizing the multifaceted impact of digital audio on music creation and presentation (Brown, 1995). Other studies examine the overall impact of technology on education, such as redesigning electroacoustic music courses and teaching methods in higher education in the UK to meet growing educational demands (Smith and Clarke, 1993). Early technology faced limitations such as insufficient equipment and lack of training.

Second phase: technological advancement and focus (2006–2021)

This phase shows the gradual and specific integration of technology into music education. Keywords like “digital technology,” “performance,” “design,” and “emerging literacies” appear. Music technology is gradually incorporated into educational curricula, especially in secondary and higher education. Studies find that music learners have a positive attitude toward technology, enhancing learning outcomes (Kardos, 2012). High schools in New Jersey introduce technology-supported music courses, though not systematically taught, mostly as independent courses. Music technology courses become more systematic and diverse. For instance, North Greenville University’s music technology courses train students to use various software tools such as Finale and Notation, helping teachers instruct students in software skills (Griffin and Holland, 2008). Sastre et al. (2013), in collaboration with Carnegie Mellon University, developed new software for various educational scenarios, showcasing the significant potential of technology in promoting student creativity and music education. Additionally, the application of new music information retrieval (MIR) technologies, such as accompaniment separation, real-time practice, and guitar transcription, provides more creative tools and practical opportunities for students.

Third phase: comprehensive integration of emerging technologies (2022 and beyond)

This phase demonstrates the comprehensive integration and application of emerging technologies (AR, AI) in music education. Keywords such as “artificial intelligence,” “virtual reality,” “metaverse,” and “digital tools” appear. AI is used in music education to personalize learning based on student interests (Yu et al., 2023). Virtual reality creates immersive music education environments, allowing students to compose and interact with music in virtual spaces. Digital tools play a significant role in remote music education, especially during the COVID-19 pandemic, helping students continue music learning and maintain social connections (Begic and Begic, 2023). These tools not only improve learning speed and effectiveness but also promote more sustainable learning.

The three phases show that the development of music education technology has evolved from “enhancing teaching performance” to “transforming teaching models,” and finally to “enhancing learning experiences.” Early-stage research primarily uses technology to improve the efficiency and effectiveness of music education (Brown, 1995), with technology applied as an auxiliary tool in specific teaching segments. Mid-stage research begins to focus on the transformative impact of technology on teaching models, promoting self-directed and collaborative learning. The latest phase shifts the focus to enhancing learners’ experiences through technology, providing personalized and immersive learning environments, and fully integrating technology into the educational system.

The development of music education technology has undergone a transition from an “external driving force” to an “internal traction force,” and finally to “three-dimensional innovation force.” This development is driven by multiple factors, such as social changes, technological advancements, and evolving educational needs. Early technology primarily served the needs of basic education. With the widespread adoption of digital technology and the internet, educational technology deeply integrates and transforms traditional teaching models. The latest phase’s focus on AI and VR meets the need for personalized and immersive learning, becoming a crucial driver of educational transformation and teaching effectiveness enhancement (Yu et al., 2023; Waddell and Williamon, 2019).

Future research directions

This article uses Citespace to reveal future research directions in the field of technology-enabled music education. According to Table 6, the burst keywords ending in the last 5 years include model, higher education, online learning, distance education, and music teaching. These keywords are categorized into two frontier themes: Remote and Online Education, and Higher Education and Model Innovation.

Remote and online education

Online learning

Online learning is a vital component of remote and online education, utilizing the internet and digital technology to deliver instruction without the constraints of traditional classroom settings. Online learning provides a convenient mode of learning for students, promoting self-directed and personalized teaching (Kardos, 2012; Waddell and Williamon, 2019; Kladder, 2021; Yu et al., 2023; Begic and Begic, 2023; Hosken, 2019). The main research themes include the development and application of online learning platforms and tools, the teaching effectiveness of online learning, and the online learning experiences of students.

Distance education

Distance education refers to the use of the internet for instructional activities, especially during the COVID-19 pandemic, which saw a surge in demand for distance education, resulting in numerous studies examining its application effects (Karkina et al., 2021; Koutsoupidou, 2014; Strenacikova, 2023; Shaw and Mayo, 2021; Walls, 2008; Ozer and Üstün, 2020; Vyshynskyi and Yahodzynska, 2017; Wang et al., 2023). These studies share similarities with online learning research, focusing on themes such as the development and application of tools, the impact of distance education on music education outcomes, the role of teachers in distance education, and students’ learning experiences in distance education.

Higher education and model innovation

Higher education

Higher music education based on innovative educational models not only enhances students’ musical skills but also cultivates their social responsibility and artistic literacy (Buryakova and Buryakov, 2020; Gaunt et al., 2021; Li et al., 2021; Zhou, 2018). These studies focus on the academic development of higher music education, such as traditional conservatories transitioning into research institutions through advanced performance training and artistic research to improve educational quality. They also explore the diverse application of music education models in vocational education, emphasizing the importance of music education in cultivating students’ comprehensive qualities (Zhou, 2018). Additionally, the internationalization and diversification of higher music education are significant, such as the innovative music education model at India’s KM Music Conservatory, combining local and international factors to create a multicultural educational environment.

Model and music teaching

Educational models refer to the innovation and optimization of teaching methods and strategies to enhance learning experiences and teaching outcomes. Innovative educational models in higher music education improve students’ musical skills while cultivating their comprehensive qualities and social responsibility (Buryakova and Buryakov, 2020; Conway, 2020; Zhou, 2018; Gaunt et al., 2021; Pervushina and Kryuchkova, 2018). These studies focus on the diverse development and application of educational models, such as the multi-level educational model in the French higher music education system, emphasizing curriculum complementarity and consistency in competitive exams (Buryakova and Buryakov, 2020). Scholars also explore the role of music education in vocational education in enhancing students’ comprehensive qualities (Zhou, 2018). Additionally, innovative approaches to music creation, analyzing different teaching methods and students’ learning experiences, propose process- and art-based creative learning models that transform students’ learning activities into professional activities, enhancing educational effectiveness (Pervushina and Kryuchkova, 2018).