As humanity grapples with the increasingly complex global issues we face, there is growing recognition that skills such as teamwork, empathy, communication and collaboration are more crucial than ever -- far beyond the scope of academic success alone. Yet opportunities to develop these competencies are frequently sidelined in formal schooling, constrained by its standardised, compartmentalised nature. This paper underscores the transformative role of cultural and arts-focused education in equipping students with essential life skills. It advocates for schools to elevate their approach by adopting practices from cultural institutions -- emphasising the arts, experiential learning and process-driven engagement. These ideas resonate strongly with UNESCO's "Reimagining Our Futures Together," specifically on page 73, which underscores the critical value of arts and cultural education in nurturing social and emotional growth. An arts-integrated curriculum, the report suggests, does not simply enrich but actively prepares students to navigate our interconnected, complex world. To illustrate what these recommendations can look like in practice, the paper presents the MAGIC-T model and case studies from the Artist Residency Thailand programme -- an innovative approach inspired by the dynamic educational strategies of galleries, museums, theatres and cultural centres. This model is firmly in line with global thought leadership, as echoed in recommendations from UNESCO, the OECD and the WEF, all advocating for education systems that expand students' horizons in knowledge, empathy, imagination and critical judgement. Through insights from forward-thinking educators and key perspectives from UNESCO's report, it becomes clear that embedding the arts, cultural connections and meaningful engagement with creative communities holds the keys to an education system prepared to shape a more empathetic, innovative and collaborative future.