The growth of online music learning has transformed how people access jazz education, enabling students at all levels to connect with expert instruction beyond traditional schools. This project is part of a thesis proposal that explores the evolving landscape of online jazz education platforms. The study examines five selected platforms to map the current teaching models, technological tools, and pedagogical methods that characterize digital jazz learning environments.Grounded in the theoretical frameworks of Community of Inquiry (CoI), Self-Determination Theory (SDT), and Technological Pedagogical Content Knowledge (TPACK), this ongoing research investigates how online platforms facilitate learning, engagement, and motivation. At this stage, the study involves a descriptive mapping of the selected platforms, based on criteria including accessibility, content structure, pedagogical and interaction design, and assessment methods. Preliminary observations indicate that most platforms emphasize modular, video-based instruction with self-paced learning, often supplemented by optional feedback or community forums. While these platforms expand access to jazz education and offer flexibility in terms of organization and content, early observations suggest recurring gaps, including limited opportunities for real-time interaction, uneven integration of improvisational practice, and sometimes minimal contextualization of jazz’s cultural roots.As a developing project, this study aims to share early analytical observations, invite dialogue, and gather perspectives from educators and researchers interested in the role of technology in jazz pedagogy. The broader goal of this research project is to examine the pedagogical strategies, engagement tools, feedback and assessment mechanisms of these online jazz platforms. Ultimately, this work aims to contribute to a deeper understanding of how online platforms are changing the way jazz is taught, learned, and experienced.With this presentation, I aim to gather feedback and initiate discussion from the ISME community that will inform the next phases of the study and contribute to broader conversations about innovation, authenticity, and engagement in digital music education.