There are few studies on how engagement with the arts can nurture health in school systems and how this knowledge can prepare students, through higher education, to a more sustainable and healthy working life (Bojner Horwitz et al., 2021, Bojner Horwitz et al. , 2022). Few studies link the United Nations’ Sustainable Development Goals (SDGs) from the agenda 2030 into higher education practice (Bell, 2019). Therefore, and the rational for our research is the need to generate and share knowledge on how students, teachers, and researchers can connect the SDGs to pedagogical practice, and how this relates to their sustainable healthy working life. “Sustainable and healthy working life-engaging through music and other creative activities” is the overall project name from which this research stems and which is a part of an Erasmus Plus programme, hosted at Turku Univer- sity of Applied Sciences in Turku, Finland. The “Agenda for research on the sustainable of public health programs” with the following variables: 1) Trust, 2) Capacity for learning, 3) Capacity for self-organization, 4) Diversity and 5) Common meaning, has inspired our work and built our theoretical background. To be able to understand how to build educational programmes that introduce and prepare students for a healthy and sustainable working life, we interviewed master students from the programme in Contemporary Performance and Composition (CoPeCo), students from the Teacher Education programme and students from the Music Therapy programme at the Royal College of Music in Stockholm, Sweden. The overall aim is to gather information from creative music students from three different music education programmes, to be able to integrate sustainable and healthy knowledge-based curricula within artistic higher education programmes targeting students’ working life more specifically. This knowledge will help us build an educational platform for “arts & health” that facilitates students’ sustainable future working life. Our results suggest several practical implications for a programme for students that seeks to facilitate sustainable healthy working lives. The results strongly imply that art- based curricula or the art intervention programmes increasingly practiced in academia can be effective for enhancing workplace creativity and thereby sustainable health. The link between creativity and health needs to be better integrated in higher education. We suggest that educational programmes should employ more art-related creativity train- ing. We also suggest that we need more research on how to support the development of teachers’ creative problem-solving abilities, especially in the context of new skills de- velopment. Most educational programmes do not provide any type of formal creativity training for employees working in key areas of innovation and creativity. Our results show that continuously working with Health-Arts-Sustainability (here referred to HeArtS) later in the work environment could enhance creative capabilities, thereby driving innovation into a healthier working life for students, researchers and for teachers. Our next step is to spread and evaluate the HeArtS platform, through European implementation.