<![CDATA[Traditional arts education needs to connect digital access, practice-based learning, and the legitimacy of cultural representation. This scoping review maps digital media, pedagogical approaches, community participation, and representation issues within a 2021–2025 evidence window. Two author-supplied Scopus exports contained 1,182 records; deduplication yielded 916 unique records. Excluding 249 records from 2026 and 115 records published before 2021 left 552 records. Lexical prioritization and domain-based recovery produced 130 candidates. Full-text retrieval was attempted for 59 reports, of which 29 were available and 28 were mapped. The remaining 71 prioritized candidates fell outside the full-text retrieval, and the sensitivity of the filter was not independently validated. References were checked through DOI resolution and publisher documents. The map covers immersive media (eight reports), multimodal or simulation (seven), online or audiovisual (six), AI or analytics (three), mobile or augmented reality (two), and digitally oriented co-design (two). Learning functions included observation, guided practice, informal exploration, collaborative design, and community transmission. Participant involvement did not always clarify community authority over cultural decisions. Knowledge, satisfaction, technical accuracy, practical skills, and intergenerational continuity were distinct outcomes. Digital media can support contextual learning, but short-term results do not prove cultural preservation. This map and framework can inform the design of traditional arts education within the limits of the assessed corpus.]]>
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