Collaborative music creation through digital platforms in educational contexts

Abstract

Collaborative music creation mediated by digital platforms is increasingly established as an expanding educational practice, closely linked to the advancement of information and communication technologies, enabling students’ active participation in processes of composition, editing and music production in both synchronous and asynchronous modes, thereby overcoming the constraints of the traditional classroom. This approach promotes more interactive, inclusive and learner-centred environments, where creativity, sonic experimentation and the co-construction of knowledge play a central role. Moreover, its integration supports the development of musical and digital competences, alongside skills such as critical thinking, collaboration and autonomy, fostering more dynamic and contextually grounded learning experiences. Methodologically, the study is based on a documentary review with an analytical–interpretative orientation, structured according to systematic criteria inspired by the PRISMA method, ensuring rigour, transparency and traceability in the selection of scientific information. The findings indicate a clear tendency towards educational models that prioritise interaction and collective production; however, limitations remain, particularly regarding gaps in technological access and insufficient teacher training, highlighting the need to strengthen pedagogical integration in order to maximise its potential across diverse educational contexts.