Abstract:

The integration of digital technologies into music education over recent decades has transformed how cultural resources are accessed, transmitted, and used, offering innovative solutions for the preservation of traditional musical heritage. In the context of the gradual decline of authentic community practices, digital educational environments have become essential tools for safeguarding intangible heritage, in line with the principles promoted internationally by UNESCO. Traditional music, transmitted predominantly through oral tradition, is vulnerable to loss or fragmentation, and its integration into digital platforms contributes to its archiving, systematization, and accessibility. This study provides a comparative analysis of two platforms that include Romanian traditional repertoire, highlighting their complementary functions in the preservation and transmission processes. The first platform, the DIMA (Direct Impact Multimedia Application), is structured as a multimedia digital archive that brings together audio recordings, musical transcriptions, and ethnomusicological information. Through digitization and systematic organization, the application facilitates access for researchers, teachers, and students to authentic resources. The second platform, used in university study programs at the National Academy of Music “Gheorghe Dima” in Cluj, Romania (NAMGD), is pedagogically oriented, integrating traditional music into interactive learning modules. It offers practical exercises, formative assessments, and interdisciplinary contexts that connect the musical repertoire with historical and cultural information. While the DIMA platform prioritizes archiving and research functions, the second platform emphasizes the formative and applied dimensions of digital learning.

To measure the effectiveness of these tools, the study uses an experimental design with two groups of students from NAMGD. The first group used exclusively traditional learning resources (textbooks and guided listening sessions), while the second group benefited from the integration of digital platforms. The final evaluation examined the level of recognition of traditional genres, the ability to analyze stylistic elements, and the degree of interest shown toward the repertoire. The results indicate a significant increase in motivation and analytical skills among the group that used the digital platforms, particularly in identifying specific stylistic features. Moreover, the students demonstrated a broader understanding of the information and a more positive attitude toward traditional values. The comparative analysis reveals that maximum effectiveness is achieved through the combination of the two models: rigorous archiving and access to authentic sources should be complemented by interactive pedagogical strategies. Digital platforms do not replace the direct experience of living tradition, but they can support and enhance it in both formal and non-formal educational contexts.

In conclusion, digital educational environments represent a decisive factor in the preservation and revitalization of traditional musical heritage. By integrating technology into education, the traditional repertoire becomes accessible, engaging, and relevant to new generations, thereby strengthening cultural identity and ensuring the continuity of authentic musical values.

Keywords:

Digital repositories, education, cultural heritage, traditional music.