Today’s various political crises and the uncertainty they imply illustrate that it is difficult to predict the future and to know what kind of knowledge young people should learn in schools. This certainly calls into question the way schools currently work. While education has always faced the dilemma of teaching knowledge of the past to prepare young people for an unknown future, recent research emphasizes—particularly in view of global crises—the urgent need for a future orientation in education (Beghetto, 2023; Glaveanu, 2023). While educational concepts such as progressive education or critical pedagogy have pointed out the need for learning activities not focused on predetermined answers—in order to foster self-determined, mature, and critical young people—and thus have already partly contributed to preparing for unknown futures, new concepts such as education for uncertainty (Beghetto, 2023) and pedagogies of the possible (Glaveanu, 2021) offer innovative perspectives. Based on the sociocultural theory of the possible (Glaveanu, 2021), which illustrates the importance of imagining alternatives to the current state, they highlight the need to rethink the school curriculum with regard to a much-needed future orientation and corresponding learning activities in classrooms. The focus is particularly on fostering divergent thinking and creativity in learning activities without predetermined answers, thereby enabling young people to see uncertainty as an encounter with the possible—offering opportunities instead of provoking fear of unpredictability. This gives new significance to school subjects that foster exactly these abilities. Arts education, and particularly music education, certainly does this - something that makes music education appear weak in the context of neoliberal educational ideas with their focus on standards and competencies, but strong in the context of uncertain futures. This presentation, as part of philosophical research in music education and its respective methods, uses selected ideas from education for uncertainty and pedagogies of the possible, applying them to music education to develop a new rationale for music education as part of the school curriculum. Music education can, as an aesthetic and artistic subject, support an education for uncertainty, not least because it provides a space where serendipity and utopian thinking can be experienced and practiced (Ross et al., 2022). Thus, this presentation develops the notion of music education as education for uncertain futures—both theoretically and practically, with regard to possible classroom activities.