This paper explores the intersection of music technology education and environmental sustainability, drawing on UK-based research projects conducted between 2023 and 2025. It examines how music educators can respond to the climate crisis through pedagogical innovation, operational change, and cultural leadership. Music’s emotional resonance, popularity among young people, and historical role in activism position it as a powerful medium for ecological education. However, the technologies that enable much music-making—digital instruments, recording equipment, and cloud-based platforms—are themselves implicated in unsustainable practices, including energy consumption, e-waste, and opaque supply chains. Through findings from an action research workshop with pre-service teachers and a national study of UK music services and hubs, the paper high-lights opportunities for place-based learning, creative reuse of obsolete equipment, and the integration of repair and maintenance skills into curricula. It also addresses the challenges of digital equity and the environmental costs of cloud computing. The authors advocate for a redefinition of 21st century musicianship that embraces sustainability, critical reflection, and technological fluency. They call for enhanced professional development, peer learning networks, and sector-wide support to embed ecological responsibility into music education. Ultimately, the paper argues that music educators are uniquely positioned to foster environmentally conscious practices and prepare learners to engage creatively and ethically with a rapidly changing world.