This article examines the changing landscape of vocal pedagogy amid accelerating digital transformation, particularly following the COVID-19 pandemic. It investigates publication trends, key contributors, and emerging educational and cultural meanings associated with digital platforms in vocal instruction. A mixed-methods design combines bibliometric analysis of 34 Scopus-indexed journal articles published between 2020 and 2025 with a phenomenologically informed thematic analysis of abstracts from the most highly cited studies. Bibliometric analysis maps publication patterns, influential authors and journals, research domains, and keyword co-occurrence, while thematic analysis examines recurring experiential concerns represented in the literature. Findings indicate substantial growth in research on digitally mediated vocal pedagogy and increasing interdisciplinary engagement across music, education, technology, and health. Three prominent themes emerge: rapid adaptation to online environments; tensions surrounding embodied learning, vocal technique, and musical authenticity; and the dual role of technology as both an enabler of pedagogical innovation and a source of constraint. Persistent concerns regarding equity, access, and cultural inclusivity are also evident. Although digital tools expand opportunities for flexible, accessible, and creative learning, they remain limited in supporting nuanced vocal technique, individualized feedback, and holistic musical development. The study is limited to English-language Scopus-indexed journal articles and abstract-level qualitative interpretation. Future research should incorporate broader databases, longitudinal evidence, and primary qualitative data from diverse and underrepresented contexts. By integrating bibliometric mapping with phenomenologically informed interpretation, the study connects patterns of scholarly development with the experiential and cultural concerns shaping contemporary digital vocal pedagogy.
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