This poster presents a synthesis of my current literature review on artistic citizenship and its implications for higher music education. Artistic citizenship highlights the 'civic-social-humanistic-emancipatory responsibilities' of artists (Elliot et al., 2016, p. 7), emphasizing their engagement in practices that promote social good, enhance cultural understanding, and contribute to the well-being of communities. Artistic citizenship extends beyond traditional notions of artistic excellence, focusing instead on the ethical and societal obligations of artists to engage in socially transformative practices. Elliott et al. (2016) propose that artistic citizenship involves artists actively engaging with societal challenges, using their creative practices to foster inclusivity, ethical behaviour, and empathy. The concept emphasizes the role of art in bridging civic life with artistic expression, encouraging artists to rethink their societal responsibilities and contribute to meaningful, collaborative efforts for social change. Artistic citizenship offers a potential framework for rethinking higher music education, where values and principles have been criticized for remaining predominantly rooted in Eurocentric perspectives (Sarath et al., 2016). However, empirical studies on how music students in higher education understand, articulate, and apply these principles remain limited. This poster contributes to ongoing discussions about how higher music education prepares students to act as artists who serve and enrich their communities and societies more broadly.