IMMATERIAL MATTERS explores innovative ways of integrating intangible cultural heritage into everyday educational practice. The publication presents five selected projects that demonstrate how living traditions, knowledge, and practices can enrich school life while fostering creativity, social inclusion, and cultural awareness. Each project serves as a model for how educators and cultural practitioners can collaborate to make intangible cultural heritage tangible and relevant to students, encouraging active participation and intergenerational dialogue.

Drawing on insights gained from these pilot initiatives, the report formulates clear recommendations and practical guidelines for future collaborations between schools and custodians of intangible cultural heritage. These guidelines aim to support teachers in developing learning environments that value cultural diversity and promote sustainable educational practices. The projects also highlight the potential of intangible cultural heritage to contribute directly to the United Nations’ 2030 Agenda for Sustainable Development—particularly in areas such as quality education, reduced inequalities, and sustainable communities.

As two UNESCO staff members involved in the report note: “‘IIMMATERIAL MATTERS’ are aspects of life that are not physically tangible, yet have a significant influence on our society, culture, and individual lives. These immaterial aspects play a crucial role in shaping our understanding of identity, values, relationships, and even the way we perceive the world.”

In addition to presenting theoretical reflections, IMMATERIAL MATTERS offers concrete examples of implementation, emphasizing the transformative role of cultural heritage in modern pedagogy. Published by the Austrian UNESCO Commission in 2024, the report provides educators, policymakers, and cultural actors with a valuable framework for integrating intangible cultural heritage into both formal and informal education, ensuring its transmission to future generations while enriching contemporary learning contexts.