Digital Technology Integration Strengthens Creative Fluency Elaboration and Literacy in Primary School Music Extracurriculars

Vollständiger Abstract

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The accelerating digitalization of education requires a systematic evaluation of how technology reshapes creative learning in primary school music programs. This study employs a Systematic Literature Review guided by the PRISMA 2020 protocol to examine the influence of digital hardware and software integration within primary school music extracurriculars on students’ creativity and digital literacy. Forty-eight peer-reviewed articles indexed in Scopus and SINTA, published between 2022 and 2025, were synthesized using thematic analysis and appraised through the Joanna Briggs Institute critical appraisal instrument. The findings indicate that the Digital Enhanced Learning model substantially improves student achievement in the fluency and elaboration dimensions of creativity, while interactive software and electronic instruments reduce the technical barriers commonly associated with conventional instrumental training. A strong positive correlation between digital literacy and elaboration skills demonstrates that technical competence and artistic depth are mutually reinforcing rather than independent constructs. Intervention groups consistently outperform non-intervention groups across all measured creativity and literacy indicators. These results suggest that primary education institutions should adopt structured digital pedagogical frameworks that balance artistic expression with technological proficiency. The study concludes that systematic digital integration in music extracurriculars functions as a strategic bridge toward equipping young learners with the creative and digital competencies demanded by twenty-first century education.