Digital transformation has confronted music schools—key institutions of non-formal education—with substantial strategic and pedagogical challenges. Beyond the mere adoption of technological tools, these organizations face the task of positioning themselves within evolving policy and media ecologies (Selwyn, 2022). Public self-representation on institutional websites therefore provides a crucial window into how music schools articulate and negotiate the meaning of digitalization over time.To examine how music schools’ self-representation engages with digitalization, we developed a web content mining methodology (Liu, 2011) that draws on a diachronic corpus of over 6,000 archived website versions from 928 German public music schools (2014-2024), collected via the Internet Archive (Alam et al., 2015). Visible text was extracted and preprocessed through a multi-stage pipeline, including n-gram generation, linguistic filtering, and semantic similarity analysis with Sentence-BERT (Reimers & Gurevych, 2019), building on established approaches to large-scale corpus construction in text mining (Quasthoff et al., 2014). Keywords linked to digitalization were identified by comparing candidate terms to a curated set of seed concepts, using cosine similarity commonly applied in information retrieval research (Singhal, 2001) and expert validation. Keyword frequencies were normalized by corpus size to enable diachronic and regional comparisons.Findings show a marked increase in the visibility of digitalization from 2020 onward. Two categories dominate—Technological Infrastructure & Tools and Digitalization (generic)—together accounting for more than 80% of all references. In contrast, pedagogical-didactical, strategic/transformational, professional development, and interactive/gamified dimensions appear comparatively scarce. Peaks in 2020/2021 suggest a reactive, technology-centric communication pattern, likely accelerated by pandemic exigencies, rather than a sustained strategic reframing. We discuss how this emphasis indicates an equipment-driven narrative over pedagogical strategy in organizational self-descriptions.Although the study is limited to website texts, the approach demonstrates how computational text analysis can reveal organizational identity work (Dumm & Niekler, 2016) over time and offers a scalable lens for sector-wide monitoring. The findings point to important implications: Strengthening explicit pedagogical and strategic messaging around digitalization could align music schools more closely with policy discourses and support faculty development, curriculum design, and stakeholder communication.