The study of climate change has posed challenges regarding the construction of knowledge across various disciplinary areas. For this reason, this article explores the relationship established between the arts and sciences as an interdisciplinary perspective for environmental education and heritage preservation. The study aims to identify the main approaches that have driven the interdisciplinary relationship between the arts and sciences in the study of climate change. Through a descriptive bibliographic review, 32 scientific articles from the WoS, SCOPUS, and Redalyc databases, published between 2014 and 2024 in open access, were analyzed. The relationship between objectives and contributions regarding the study of artistic and heritage education in relation to climate change was identified. The relationship between types of art and participant groups was also analyzed. It is evident that the main stated objective is to deepen didactic knowledge on the use of the arts as a tool for studying climate change, and its contributions are related to generating processes of mental transformation regarding this phenomenon and to an increase in social activism in the search for solutions to this problem. Future research directions are suggested in relation to the interdisciplinarity between the arts and sciences in the educational field, which would allow for the systematization and conceptualization of this relationship for studying the phenomenon of climate change, given the potential it offers based on the approaches identified in this study.