In the various fields of knowledge and society, the current debate on the strategic role of culture has not yet sufficiently taken into account the educational component, i.e. the extent to which culture, and in particular cultural heritage, can implicitly and informally educate and thus act as a real tool for promoting well-being through lifelong learning, active ageing, inclusion and social cohesion. The multiple benefits of engagement with cultural heritage for groups and individuals have been documented in a number of recent studies. However, the educational function of cultural heritage still seems to be underestimated. Furthermore, it is not clear what competences cultural professionals can use to become social activists and promoters of its wise use. In this paper, we present some theoretical reflections related to the doctoral research in Experimental Pedagogy, in which we intend to reflect both on the role of cultural operators acting in the field of cultural welfare and on the importance of defining their main competences useful to effectively promote welfare processes in communities. The paper highlights the importance of pedagogical and educational reflection that can respond to new social needs through widespread and accessible cultural enjoyment.