Today's world is undergoing a significant transformation due to revolutionary developments in technology, and this process necessitates a re-evaluation of the traditional pedagogical structure of education. This study aims to conduct an in-depth examination of the digital transformation in music education, analyzing the opportunities it presents, the challenges it poses, and potential future development pathways, by synthesizing the local and international literature in the field through a comparative approach. Prepared using a descriptive literature review approach, this article analyzes new pedagogical models such as Technological Pedagogical Content Knowledge (TPACK), which defines teacher competencies, new pedagogical models such as Virtual Reality (VR), Augmented Reality (AR), and Gamification, modern assessment approaches such as digital portfolios, and internationally successful applications such as the Finnish model are analyzed. The findings show that despite the potential of technology to enrich music learning processes, the fundamental challenges in Turkey and on a global scale (teacher competencies, infrastructure, curriculum alignment) overlap significantly, and that socio-economic barriers such as the "digital divide" stand in the way of this potential. The discussion section examines the philosophical contradictions regarding whether technology is a "tool" or an "end" and the systemic contradictions in the context of equal opportunities in education. In conclusion, the success of this transformation depends not only on the provision of technological tools but also on the restructuring of teacher education based on the TPACK model, the internalization of digital culture in curricula, and comprehensive policies that ensure the application of technology in accordance with the principles of social justice and equality.
Ali Delikara (2025) studied this question.