Abstract
Music traditions in Arab and African societies have long relied on oral transmission, apprenticeship, and communal participation to ensure continuity across generations. However, globalisation, rapid technological change, and shifting cultural dynamics have increasingly disrupted these traditional systems of knowledge transfer. At the same time, new digital and communication technologies present both opportunities and challenges for preserving, transforming, and reimagining these repertoires in contemporary contexts. This study investigates the intersection of pedagogy, creativity, and technology in safeguarding these traditions. It explores how digital and communication technologies reshape teaching, learning, and cultural transmission, simultaneously preserving and transforming practices. Using a qualitative, multi-method design, the research integrates theoretical analysis, documentary review, and illustrative case studies drawn from Egypt, Lebanon, Zanzibar, Senegal, Benin, and Ghana. Contemporary perspectives in digital ethnomusicology frame the analysis within both classical and modern approaches. Findings reveal that social media, streaming services, and interactive tools expand access to repertoires, foster intercultural dialogue, and enable new forms of collective creativity and virtual community. However, challenges remain, including unequal access to resources, contested questions of ownership and authenticity, and ethical concerns regarding cultural sensitivity. Two limitations are acknowledged: the case studies cannot capture the full diversity of Arab and African contexts, and the rapid pace of technological change may constrain the long-term applicability of the conclusions. The study contributes to academic and practical debates by showing how pedagogy and creativity are redefined in digital spaces. It argues for balanced approaches that respect tradition while embracing the transformative potential of technology to safeguard heritage and foster sustainable innovation.