The digital transformation of education has profoundly influenced how music is taught and learned, posing new challenges for music schools and conservatoires. While the integration of digital technologies and the resulting “transformation of educational work” (Association of German Music Schools [VdM], 2021) are increasingly demanded, conservative and technology-skeptical tendencies still affect meaningful implementation (Krebs, 2021). These divergent perspectives highlight the need for empirical evidence on the effectiveness of digital learning support and its relevance for higher music education. Addressing this gap, the present systematic review examines the current international state of research on digital learning support in instrumental and vocal pedagogy. Its goal is to synthesize key findings that inform the reflection and further development of teaching and learning concepts in both music schools and higher education institutions.Methodologically, the review follows established procedures of systematic literature research, including PRISMA analysis. From an initial dataset of 2,056 publications published between 2014 and 2024, 14 studies met the defined inclusion and exclusion criteria and were included in the final synthesis. The results comprise both quantitative data—such as the temporal, geographical, and disciplinary distribution of the publications—and a qualitative synthesis of the main research findings. The studies show that digital tools can foster motivation and self-regulated learning, improve feedback and reflection processes, and support individualized practice, while also revealing challenges such as limited teacher competences, unequal access to technology, and the risk of superficial learning engagement. This approach not only structures and evaluates the state of the art but also introduces a digital research method rarely applied in music education research.The poster presents implications for educational practice, highlighting which future skills students in instrumental and vocal pedagogy should acquire to use digital tools critically and productively in their professional careers. These insights also provide valuable guidance for designing higher education curricula and teacher training programs.Finally, the systematic review addresses key questions of digital transformation in music education: What are the conditions for successful implementation of digital tools, and which technologies show the greatest potential for enhancing learning and teaching? Drawing on evidence from 14 international studies (e.g., Acker et al., 2015; Brook & Upitis, 2015; Nijs & Leman, 2014; Wan et al., 2023), the review bridges the gap between empirical research and pedagogical practice, offering new perspectives on how digitalization can be meaningfully and sustainably integrated into music education.