This chapter presents a vision of educational transitions where intangible cultural heritage (ICH) is operationalised to foster sustainable development in and through music education. The chapter presents a case study of Abaim, a Mauritian NGO, and utilizes it as an example of education that strengthens heritage ecology and connects with sustainable development. The findings highlight how the future orientation of heritage ecology simultaneously promotes the intrinsic value of ICH and the operationalisation of such heritage. Abaim makes heritage both a medium and a message in education, and underscores education’s capacity to foster empowerment and participatory citizenship through ICH. Abaim places the focus on culture and arts in education, nurturing the narrative imagination where heritage serves both community and freedom through creative play. This commitment supports children’s ability to speak their mind and make justified decisions, enhancing imaginative capacities and discovering alternative futures for sustainable development. The case of Abaim suggests an educational transition where music education should move past authoritarian, standardised practices to utilize ICH for students’ holistic growth. The study highlights that in education, heritage should be understood in terms of multi-dimensional ecosystems driven by creativity, enabling music education to connect with societal realities and promote sustainable development.