The contemporary landscape of cultural heritage education stands at a critical juncture where traditional preservation methodologies must evolve to meet the unprecedented challenges of the twenty-first century. As Yuval Noah Harari observes in Sapiens, “Culture tends to argue that it forbids only that which is unnatural. But from a biological perspective, nothing is unnatural. Whatever is possible is by definition also natural” ^[1]. This perspective challenges us to reconceptualize cultural heritage not as static preservation but as dynamic adaptation within the natural flow of human cultural evolution. The implications of this insight extend far beyond academic discourse, demanding a fundamental reconsideration of how we approach heritage education in an era of rapid technological change, environmental crisis, and social transformation. The convergence of Future Literacy, a conceptual framework developed under UNESCO’s auspices, with cultural heritage educational practices represents not merely an incremental improvement in pedagogical approaches, but rather a fundamental paradigmatic shift that reconceptualizes the relationship between past, present, and future within educational contexts ^[2]. This integration addresses the growing recognition that cultural heritage education, traditionally focused on the transmission of historical knowledge and cultural practices from one generation to the next, requires transformation to encompass adaptive capacity and anticipatory thinking capable of navigating the complex uncertainties that characterize our contemporary global condition ^[3]. The traditional model of heritage education, which emphasizes preservation and transmission of established cultural forms, proves increasingly inadequate for preparing learners to engage with heritage as a living resource for addressing contemporary challenges while maintaining cultural authenticity and community relevance. The urgency of this transformation becomes apparent when considering the multiple pressures facing cultural heritage in the twenty-first century: climate change threatens physical heritage sites and disrupts traditional ecological relationships that have sustained cultural practices for millennia ^[4]; digital transformation challenges conventional knowledge transmission methods while simultaneously offering unprecedented opportunities for cultural documentation and dissemination ^[5]; migration patterns disrupt cultural continuity in some contexts while creating new possibilities for cultural exchange and innovation in others ^[6]; and generational shifts alter the relevance and interpretation of cultural practices as younger generations navigate between tradition and modernity ^[7]. These pressures create what might be termed a “heritage crisis” that demands new approaches to education that can maintain cultural continuity while enabling adaptive responses to changing conditions.