Abstract

This systematic review analyzes the implementation and impact of educational policies on musical identity development in Latin American universities. Through a comprehensive analysis of 125 articles (123 from Scopus, two from SciELO, and zero from Web of Science) published between 2019 and 2024, this study examines how educational policies influence the preservation and development of musical identity in higher education. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and the use of VOSviewer software for bibliometric analysis, this research revealed three key findings. First, the most effective technological tools for developing mathematical thinking combine mathematical visualization capability, interactivity, and immediate feedback. Second, bibliometric analysis revealed significant research concentration in the United States (30.4%) and Europe (28.7%), with emerging contributions from Latin American countries (22.1%). Third, the study identified critical gaps between policy implementation and local cultural contexts, particularly in integrating traditional music into formal education systems. The results indicate that successful educational policies in music education depend on technological resources and their ability to integrate local cultural elements and adapt to specific educational contexts. The bibliometric analysis revealed five research clusters: educational technology integration, cultural preservation, pedagogical innovation, curriculum development, and assessment methodologies. These findings suggest the need for more culturally responsive educational policies that balance technological innovation with traditional musical practices.