South African higher education institutions continue to face challenges in integrating Open Distance Electronic Learning (ODeL) technologies, particularly within historically marginalised universities. Music education is especially affected by infrastructural limitations and uneven digital literacy, constraining the pedagogical potential of digital tools. This article presents a thematic literature review that systematically maps, codes, and synthesises research on ODeL integration in South African music education. A total of 52 studies were included, comprising peer-reviewed journal articles, dissertations, conference papers, and institutional reports retrieved from ProQuest, EBSCOhost, JSTOR, ERIC, LearnTechLib, and Google Scholar. Studies were selected based on relevance to technology integration in music education and alignment with Sustainable Development Goals (SDGs) 4 and 10. The PRISMA framework guided the search, screening, inclusion, and exclusion processes, ensuring transparency and methodological rigour. Thematic analysis was conducted manually in five stages: data familiarisation, open coding, code refinement, theme development, and review. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Substitution, Augmentation, Modification, Redefinition) was applied as a descriptive framework to classify technology use without evaluative judgment. Findings show ODeL technologies are most frequently implemented at Substitution and Augmentation, with fewer examples at Modification and Redefinition. Challenges include limited infrastructure, low digital literacy, and institutional resistance, while opportunities exist in professional development, infrastructure investment, and curriculum redesign. The review highlights trends, gaps, and potential directions for advancing ODeL in South African music education to support SDG 4 and SDG 10.