This research aims to explore how Musical Digital Assets can enhance inclusive processes through listening, bringing people closer to the rich cultural heritage that characterized ancient peoples, particularly the Mediterranean populations. In this sense, Musical Digital Asset represents a frontier that improves the educational context (Turchet, 2023). In this regard, digital technologies have transformed how music educators convey knowledge, offering a wide range of resources and learning opportunities (Sibilio et al., 2023). Digital libraries, streaming platforms, and sound production tools provide an inexhaustible source of educational materials, enabling educators to customize teaching to meet the needs of users, with a particular focus on artificial intelligence, which has recently been the subject of numerous studies about music and its application in education and inclusivity (Miranda, 2021; Caramiaux & Donnarumma, 2021; Di Paolo et al., 2022).In this context, transmitting cultural heritage based on digital assets enriches users’ repertoire and promotes interactivity and active participation. Through modern technologies, users can explore and experience theoretical concepts that can be learned in a virtual museum. Digitally assisted production allows them to apply theoretical skills, stimulating creativity and problem-solving. Furthermore, integrating digital resources prepares users for the challenges of the contemporary landscape, where technological competence is often essential for professional success (McPherson & Tahıroğlu, 2020).In a practical context, the integration of digital musical heritage can occur using streaming platforms to access historical and contemporary recordings, allowing users to compare interpretive styles and analyze performance dynamics. In particular, the Mediterranean populations, have left various cultural testimonies that should be paid attention to under the artistic-musical profile. For the user, therefore, approaching, and exploring music that in some way echoes the history of that population allows for greater reflection on immaterial cultural heritage, opening new perspectives for interpretation (Li & Sun, 2023).Specialized software offers the user the opportunity to listen attentively and repeatedly to a given composition, enhancing understanding of its harmonic structures and historical features. Open-access multimedia resources that are always available to the user, not but in a virtual context, allow flexible access to materials and in-depth study of complex topics that belong not only to historiography or museology but to musicology and its possible relationship to other disciplines.In this context, Transmitting cultural heritage based on digital assets enriches users’ repertoire and promotes interactivity and active participation. Through modern technologies, users can explore and experience theoretical concepts that can be learned in a virtual museum. Digitally assisted production allows them to apply theoretical skills, stimulating creativity and problem-solving. Furthermore, the integration of digital resources prepares users for the challenges of the contemporary landscape, where technological competence is often essential for professional success (McPherson & Tahıroğlu, 2020).In a practical context, the integration of digital musical heritage can occur using streaming platforms to access historical and contemporary recordings, allowing users to compare interpretive styles and analyze performance dynamics. In particular, the Mediterranean populations, have left various cultural testimonies that should be paid attention to under the artistic-musical profile. For the user, therefore, approaching, and exploring music that in some way echoes the history of that population allows for greater reflection on immaterial cultural heritage, opening new perspectives for interpretation (Li & Sun, 2023).Specialized software offers the user the opportunity to listen attentively and repeatedly to a given composition, enhancing understanding of its harmonic structures and historical features. Open-access multimedia resources that are always available to the user, not but in a virtual context, allow flexible access to materials and in-depth study of complex topics that belong not only to historiography or museology but to musicology and its possible relationship to other disciplines.

A 3D scan of a reproduction of a Mediterranean flute was created to be included in a virtual museum to link auditory channels with visual ones in this virtual educational context. Using headsets and joypads, users can approach the artifact and experiment with its sound. In a subsequent phase, eye movements will also be recorded using the sensors of the Meta Quest 2 virtual reality headset. This is motivated by previous studies that have demonstrated the utility of fixation eye movements for enhancing learning (e.g., Chan et al., 2022). Given the inclusion of textual elements in the virtual museum, the examination of eye movements (e.g., fixations, saccades, and regressions) becomes even more significant, particularly in the context of individuals with reading difficulties (Fella et al., 2023). It is noteworthy that the virtual museum incorporates text utilizing a font specifically optimized for dyslexics, augmented with Greek alphabet letters, developed in collaboration between the University of Salerno and the University of Nicosia (Bilotti, et al.,2023) and it is likely that in the future works of art and artifacts from Cyprus will become part of the virtual exhibition. The reproduction of Mediterranean melodies is based on previous studies, based on archaeomusicology studies (Bellia, 2021), seeking to create original compositions that evoke sounds that are not present in current scores. Using Sibelius software, scores were created for a Mediterranean dance in three variants: flute solo, accompaniment with tambourines, and a version with singing and ritual text. These compositions were converted into various audio formats, including MIDI, and MP3, to adapt to the specifications of audio cards and adjust bitrates. Virtuality allows users to "touch" the flute and contributes to an improved perception of cultural identity, following theses related to psycho-materiality and cultural psychology (Iannaccone, 2010; Valsiner, 2012) The project involves a three-phase implementation, integrating the scanned flute and compositions into the dedicated virtual museum. In summary, this initiative combines technology, history, and culture to offer an engaging and multisensory educational experience, enriching users' understanding of musical and archaeological pasts, and promoting appreciation of the rich cultural heritage through digital innovation.

The innovative approach to education aims to create a temporal bridge, allowing users to fully immerse themselves in the nuances of past daily life through music (Rogers et al., 2020). Through virtuality, the objective is to transmit not only the sound of ancient instruments, specifically the Mediterranean, but to somehow try to re-propose the same atmosphere and emotion that listening to them aroused. Certainly, these experiments represent best practices, and efforts are already underway to replicate virtual museums with countries in the Alpine region, particularly Switzerland. Collaborations have been established with various universities, further expanding the project's content. This initiative aims to increasingly internationalize its scope beyond Mediterranean areas. This hands-on dimension enriches the learning experience, developing tangible musical and cultural skills (Turchet et al., 2021). The proposal aims to transform users into true operators of cultural and musical heritage, inspiring them to keep this richness alive through their active participation and sharing of learned experiences. In this way, the project's mission is not only to educate but also to transform cultural heritage into a living treasure, continuously enriched and transmitted through generations.

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