By bringing an environmental focus to intercultural and interdisciplinary exchange between music, the arts, ecology, and education, new creative interventions can help to revitalise spiritual connections with nature, especially in conjunction with Indigenous Knowledge. This presentation will report on the pedagogic and artistic outcomes of a UK-funded, multi-partner, multidisciplinary, reforestation project in rural Zimbabwe (2023-2025) which has helped the local community address a decades-long decline of previously densely forested areas. The partners comprised a primary school, a permaculture organization, researchers from universities in Zimbabwe, South Africa, and the UK, community-based organisations, and an advocate of youth-led climate-resilient agriculture.The first stage of the research involved training from the permaculture organisation to facilitate a grounding process, that took place at the village primary school. Local communities contributed to the redesign and transformation of landscapes incorporating the requirements and priorities of school children. Participatory action research captured shifts in understanding the value of trees between generations, and between formal and informal sectors engaged in climate change response. Findings from the research revealed new understandings of the significance of trees in the local environment. These were expressed through new songs initially written by the teachers, and through traditional mbira tunes recomposed to align with the revaluing of indigenous trees and animals, thereby linking the past to the present. Young people were encouraged to use words and songs to express their feelings about the trees they had planted and nurtured as an important aspect of sustainable development. Our presentation will incorporate responses from children and teachers about what they learnt, and about changes they observed at the school as a result of the project.Communications about the ecological value of trees were exchanged between participants within the Unhu/Ubuntu decolonial tenets of decentring individual agency and foregrounding the collective. These communications enabled local people in the village to recognise the value of their Indigenous Knowledge, and showed how multivoicedness goes beyond verbal utterings to include other actions and products of human participation that can contribute to a decolonial approach to curriculum innovation. They also demonstrated how combining cultural and environmental factors can shape artistic and societal transformations. The integration of the musical arts as pedagogical tools shows how creative modalities can contribute to ecopedagogies, which in turn illustrates the way that thinking across subject areas can contribute to the holistic, transformative forms of education identified by UNESCO’s Education for Sustainable Development 2030 toolbox.