Background: As the global landscape of education evolves with digital advancements, the feasibility of integrating digital music skills into primary school curricula has become a subject of exploration, South Africa is no exception. Aim: This study aims to conduct a content analysis of the existing scholarly writings to assess the feasibility of infusing digital music skills into the curriculum of South African primary schools. Setting: The research is conducted using content analysis, the inclusion of different South African public-school contexts allows for a comprehensive examination of the feasibility of digital music skills integration across varied environments. Methods: The study uses a rigorous qualitative content analysis methodology, drawing on historical documents, archival materials and scholarly discourse. Results: The study reveals nuanced insights into the cultural emphasis on music, historical disparities influencing resource distribution, the role of positive social interactions, challenges in curriculum alignment and the imperative for teacher professional development in the context of digital music skills integration. Conclusion: Findings underscore the importance of a balanced and culturally sensitive approach to curriculum development, highlighting the need for tailored strategies that address historical inequalities and promote collaborative efforts. Contribution: This article enhances music education by integrating digital technologies, offering virtual practice spaces, collaborative platforms and interactive opportunities. The incorporation of real-time feedback, specialised courses and immersive experiences through virtual and augmented reality not only boosts skill development but also readies students for contemporary music careers.