Cultural heritage -and more particularly intangible cultural heritage-becomes specially relevant when it serves as a connecting link between the past and the present and generates feelings of social and cultural identity and belonging. Such potentialities are developed by means of heritage education, which creates bonds between people and heritage assets. This is why, within the framework of the educational system, curricular designs and contents related to intangible cultural heritage (ICH) play a key role in the latter's sustainable conservation, since only that which is known and valued becomes an object of protection and conservation. At the same time, we need to know and evaluate the large number of ICH-related cultural programmes that have been launched in recent years so as to build quality standards for future educational designs.The present dissertation's theoretical framework was shaped by a bibliometric analysis supported by the VOSviewer software and performed on publications indexed in the Web of Science, as well as the review of doctoral dissertations, institutional texts and both national and international projects. All of which points at the fact that ICH has emerged as a highly active line of research over the last few years within the discipline of heritage education, both at an academic level and as regards the development of educational programmes that need to be assessed by means of objective and properly calibrated evaluation instruments.The epistemological framework of this investigation, on the other hand, results from a compendium of publications equivalent to three studies whose common goal was to assess the nationwide state of heritage by means of a review of the curriculum and the course of study of prospective teachers, together with the appraisal of educational programmes by implementing the sequential method for the analysis and evaluation of heritage education programmes designed by Spain's Observatory of Heritage Education (SAEHEP-SHEO).Each of the three studies focuses on a different phase and all together they further the accomplishment of the general goal of our research. The first one analyses the educational curriculum in order to ascertain its coverage of heritage-related contents -as well as the approaches and working methodologies employed-, and further probes into the courses of study followed by prospective Primary Education teachers as regards heritage education. The second study analyses the approaches and categories in a sample of n=42 ICH programmes that were inventoried as part of the SHEO database, the ultimate goal being to establish quality standards for programme evaluation. The third item in the compendium of publications performs a descriptive statistical and relational analysis of a total of n=202 educational actions generated around ICH in the national territory so as to learn about their approaches and categories La Educación Patrimonial Inmaterial en el Currículo de Educación Primaria viii (program typology, educational scope, type of target audiences, lev...