In the current era of Society 5.0, technology is being used to enhance the quality of human life. This concept is in line with the ideas presented by Churches in 2009 when revising Bloom's Taxonomy, which evolved into Digital Bloom. In addition, the changing era also underscored the competencies that students need to acquire as stated by Trilling and Fadel in 2008. They categorized learning skills into two main domains, namely life and career, and learning and innovation. The arts education paradigm in Indonesia has long emphasized expressive competence, aesthetic experience, and the analysis of meaning. However, specific problems in music education arise from an overemphasis on psychomotor aspects while ignoring the cognitive domain of learning and assessment. Art education material in Indonesia is divided among music theory, expression, appreciation, and creativity. Following this, integrating technology into learning has several benefits such as sustainability, publication, as well as interaction among students, universities, and countries, which can be achieved through collaboration for mutual progress. By engaging in digital learning activities following Bloom's principles, students not only acquire knowledge but also important social values and enhance their digital literacy. Therefore, the purpose of this article is to provide valuable knowledge about digital literacy through the application of digital Bloom. The scope of the discussion includes digital Bloom concept and development through activities using platforms. In conclusion, the implementation of Digital Bloom has been found to enhance students' argumentation and collaboration skills, leading to the development of social values. Additionally, documentation, publication, and interactive activities are facilitated through digitalization. [For the full proceedings, see ED665357.]