Abstract
<title>Abstract</title> <p> <bold>Purpose</bold> – Considering the vital role of local governance and educational ecosystems in urban sustainability, this study aims to examine the impact of the "Munschools" project on the development of learning cities. It explores how the synergy between schools, citizens, and public authorities, mediated by arts and culture, contributes to social improvement and the fulfillment of the Sustainable Development Goals (SDGs). <bold>Design/methodology/approach</bold> – Adopting an interpretive mixed-methods approach (N=111, valid sample N=104), the study analyzes data from stakeholders in Spain, Italy, Romania, Israel, and Greece. Data were collected through a digital questionnaire covering sociodemographic variables and perceptions of municipal actions, infrastructure, and sustainability. Quantitative-qualitative analysis was performed using SPSS and categorical classification. <bold>Findings</bold> – The empirical findings reveal that education, arts, and culture are perceived as primary drivers for social cohesion and employability. While "General education and society" is the most common municipal action (72.12%), artistic activities are highlighted as essential for educational inclusion. A significant correlation was found with SDG 4 (Quality Education), although findings suggest that teacher training and interdisciplinary collaboration still require further development to optimize sustainable performance. <bold>Research limitations/implications</bold> – The study is limited by the cross-sectional nature of the survey and differences in questionnaire translations across the five countries, which required divided analysis for certain items. Future research should include more longitudinal data and a broader range of Western and Asian contexts to generalize the effectiveness of the "school as an ecosystem" model. <bold>Practical implications</bold> – This study presents implications for local government leaders and school administrators to foster sustainable performance by prioritizing inclusive, community-based training and cultural integration. It suggests that public policy management must create stable ecosystems between schools and local governments to enhance urban resilience. <bold>Social implications</bold> – The evidence reveals the effectiveness of integrating arts and heritage in education to achieve social goals, reduce intergenerational gaps, and improve the quality of life in diverse urban environments. <bold>Originality/value</bold> – This study is among the first to examine the multidisciplinary link between arts education and the UNESCO Learning Cities framework across a diverse European and Middle Eastern sample. It provides pioneering evidence on how artistic projects act as a connecting link for active citizenship and sustainable urban development. </p>