The integration of Information and Communication Technology (ICT) has transformed how students create and share music worldwide. Grounded in constructivist and constructionist theories (Piaget, Papert, Resnick) and Iba’s concept of Creative Learning, this study explores how “learning through making” fosters creativity, collaboration, and inclusion. While STEAM education has advanced globally, Japan’s music classrooms still focus heavily on reproduction. This research responds to the need for pedagogical innovation that bridges traditional musicianship and digital creativity.The study aims to investigate how ICT can unlock children’s creative potential in music education and promote inclusive, student-centered learning. By comparing practices in Japan, Singapore, and New Zealand, it identifies how digital music tools—such as VOCALOID, GarageBand, and Ableton Live—facilitate collaborative and reflective learning. The research also seeks to clarify how technology transforms teachers’ roles from knowledge transmitters to facilitators and co-creators, redefining what it means to “learn through music.”A qualitative, multi-site case study was conducted by the authors, who personally carried out fieldwork in Japan, Singapore, and New Zealand from 2019 to 2024. Data were collected through classroom observations, teacher interviews, and analyses of student compositions. Thematic analysis identified patterns related to creativity, collaboration, and inclusion. Ethical approval and informed consent were obtained at all sites, ensuring authenticity and transparency in interpreting how ICT mediates creative learning across different cultural settings.Across all three countries, ICT functioned as a powerful equalizer and catalyst for creativity. Students composed, remixed, and shared music using digital tools, engaging in iterative cycles of creation and reflection. In Japan, ICT enabled expression among students lacking performance skills; in Singapore, it fostered digital citizenship and collaboration; in New Zealand, it encouraged autonomy and teamwork. ICT also helped students learn from peers, apply others’ creative strengths, and cultivate practical and independent musical thinking.The findings reveal that ICT democratizes access to musical creation, cultivates twenty-first-century competencies, and fosters inclusive, interdisciplinary learning. Teachers become facilitators guiding inquiry and experimentation, while students become creators and collaborators. Integrating ICT into music education humanizes learning—amplifying, not replacing, creativity. By connecting digital expression with social collaboration, ICT realizes the ISME 2026 theme, Unity in Music Education: Building Bridges for All, demonstrating how technology can unite artistry, empathy, and innovation in the classroom.