Objective: Explain the relationships between heritage processes and heritage education as a matter for educational debate  

Methods. The research is assumed from a mixed approach with qualitative predominance. The system of methods included the theoretical use of the historical-logical, the analytical-synthetic and the inductive-deductive. The empirical methods used were document analysis, and the common synthesis matrix as a technique.

Results. The study reveals the insufficient approach to the relationships between the processes of heritagization and heritage education from a theoretical perspective, as well as the need to value the latter as one of the ways for the sociocultural sustainability of heritage from the formation of an awareness and an educational practice. wealth in educators and wealth managers, focused on the use of social technologies and educational innovation.

Conclusions. The relationships between the processes of heritagization and heritage education demonstrate the need to value the latter as one of the ways for the sociocultural sustainability of heritage from the formation of an awareness and a heritage educational practice in educators and heritage managers, focused on the use of social technologies and educational innovation.