Heritage education has undergone substantial conceptual, pedagogical, and technological transformations over the last decade, driven by the expansion of digital technologies, participatory pedagogies, and arts-based approaches to learning. Although research in this field has grown considerably, existing studies remain fragmented across educational contexts, disciplinary traditions, and methodological perspectives. This systematic review aims to synthesise international research published between 2015 and 2026 on the relationships among heritage education, arts-based learning, museum education, digital transformation, sustainability, and teacher education. The review followed the PRISMA 2020 Statement and the PRISMA-S reporting recommendations. Searches conducted in the Web of Science Core Collection and Scopus identified 525 records, of which 53 studies met the predefined eligibility criteria and were included in the qualitative synthesis. The findings reveal a marked expansion of museum-based and digitally mediated heritage learning, the growing adoption of arts-based pedagogies, and an increasing emphasis on teacher education and community participation. While digital technologies have become firmly established within heritage education, artificial intelligence remains an emerging area of inquiry with limited empirical evidence. The review also identifies persistent challenges, including the underrepresentation of rural and non-Western perspectives, limited longitudinal research, and the need for more robust methodological designs. Building on the synthesis of the reviewed literature, the article proposes the Arts-Based Heritage Learning Ecosystem as an integrative framework for understanding the interplay among cultural memory, artistic mediation, museum participation, digital innovation, sustainability, and teacher education. The study contributes to current debates by providing an updated synthesis of international research and by offering a conceptual basis to inform future research, curriculum development, and educational practice.