The national education system is the main battlefield for cultural inheritance. Promoting the systematic and creative integration of intangible cultural heritage into education at all levels is not only a necessity of the times to continue the Chinese cultural context and cultivate cultural confidence, but also an important path to implement the fundamental task of cultivating morality and talent. What tangible progress has been made in the transformation of intangible cultural heritage from "entering the campus" to "on campus", from festival exhibitions to integration into daily life, from an experiential class to a set of educational systems? How can we go deeper and more practical? At the beginning of the 15th Five Year Plan and the entry into a new stage of systematic protection of cultural heritage, a research team composed of reporters and a research team from Beijing Normal University conducted in-depth research on the practical progress and typical cases of integrating intangible cultural heritage into the national education system. Based on this, they proposed countermeasures and suggestions to promote the coordinated development of intangible cultural heritage education. Miao embroidery, with delicate needlework, carries the cultural heritage of the Miao ethnic group for thousands of years; Kunqu Opera conveys the elegance of Jiangnan through its water grinding tone; Paper Cuttings with exquisite shape, cut out various creatures and human fireworks. 1557 national level intangible cultural heritage representative projects (3610 sub items), from the Spring Festival, Tai Chi to the 24 solar terms... are entering the classroom and approaching children in new ways. Since ancient times, the inheritance of intangible cultural heritage has relied on oral transmission and transmission from generation to generation. Nowadays, this ancient way of inheritance is deeply integrated with the modern education system. Basic education integrates fun and education, and the curriculum gradually enriches. "Chicken feathers for sugar..." The children hold homemade "chicken feathers" props in their hands and surround the table with small candies and toys, learning the appearance of the older generation's "chicken feathers for sugar". In Yangcun Experimental Kindergarten in Yiwu, Zhejiang, children integrate local intangible cultural heritage into their daily games. The park is lined with walking paths of mandarin ducks, and the walls are hung with Wu opera masks and Taoist character cards. Through role-playing, children have gained a preliminary understanding of intangible cultural heritage. The inheritance of intangible cultural heritage in early childhood does not require the pursuit of complete knowledge, but rather the planting of seeds of interest. ”Dr. Wang Nianhua, a member of the "Kindergarten Intangible Cultural Heritage Game Kit Development" research group of Folklore Studies at Beijing Normal University, said. The research team has seen that this shift from "watching" to "playing" is being implemented in many kindergartens. In the art classroom of the primary school affiliated to Beijing Medical University, Paper Cuttings works of different grades are displayed in disorder, ranging from cute animals to exquisite patterns and auspicious window decorations. Liu Zihan, a fourth grader, picked up the paper butterfly he had just cut. The raw edge of his wings had not been trimmed, and his eyes were full of pride: "It's amazing! Three scissors can make a butterfly!" According to reports, this Paper Cuttings course has been opened since 1978, and now it has developed from the original small community to a mature school-based curriculum system of "layering, classification, and segmentation". Tian Guoying, the course leader and secretary of the school's Party branch, sighed and said, "After decades of deep cultivation, we have finally achieved the educational vision of 'class to class courses, everyone holding scissors', allowing the seeds of intangible cultural heritage to take root and sprout in children's hearts." The careful design of the curriculum system cannot be separated from the careful polishing of frontline teachers. Peng Xiaoning, a teacher at Liangxiang Central Primary School in Fangshan District, Beijing, told the research team: "On the one hand, I seek advice from experts and inheritors of intangible cultural heritage, bringing the most authentic intangible cultural heritage content into the classroom; on the other hand, I repeatedly discuss teaching methods with colleagues and researchers, exploring the integration of traditional festivals and solar terms culture into Chinese language classrooms, and connecting labor, aesthetic education, and moral education." In Dongguan, Guangdong, the "I am a Small Inheritor of Intangible Cultural Heritage" series of activities integrates intangible cultural heritage into diverse learning scenarios, and is widely carried out through forms such as writing, painting, production, and performance. 191 intangible cultural heritage projects have been "menu based" for schools to connect with, and more than 30 schools have incorporated relevant intangible cultural heritage content into their school-based curriculum, forming a "one town, one characteristic" pattern. In 2025, only one event in Houjie Town will attract 46 schools to participate, collect more than 1800 works, and showcase outstanding achievements in public cultural spaces. Liu Kuili, member of the Honorary Department of the Chinese Academy of Social Sciences and former Deputy Director of the National Intangible Cultural Heritage Protection Expert Committee, pointed out that in the basic education stage, intangible cultural heritage is no longer limited to "interest groups", but deeply integrated into the national education system with a deeper and broader attitude, becoming a source of vitality for cultivating cultural confidence among young people. In December 2025, the Intangible Cultural Heritage Department of the Ministry of Culture and Tourism, in conjunction with CCTV, launched the "Collection of Practical Cases of Intangible Cultural Heritage on Campus". As of January 2026, more than 1000 application cases have been received nationwide. The seed of intangible cultural heritage is taking root and sprouting in the fertile soil of basic education campuses. If basic education plants the seeds of interest for the inheritance of intangible cultural heritage, vocational education allows these seeds to take root, transforming traditional skills into practical and employable vocational skills, and building a bridge from "inheritance" to "industry" of intangible cultural heritage. In Xiangxi Tujia and Miao Autonomous Prefecture, Hunan Province, intangible cultural heritage such as Miao embroidery, embroidery, and silver jewelry are not only symbols of ethnic culture, but also important pillars of local characteristic industries. At the graduation exhibition of the "Miao Ethnic Picking Pattern Data Collection and Innovative Product Development" training program for inheritors of China's intangible cultural heritage in 2025 at Xiangxi Vocational and Technical College for Nationalities, the research team saw more than 180 works from 30 students, including Ming and Qing picking flower costumes that carry national memories, as well as practical designs that integrate modern aesthetics. The silver needles rise and fall, the silk threads entangle, and the students concentrate and skillfully twist them. The auspicious Miao embroidery patterns gradually come to life on the fabric. This skill is broken down and reorganized here, transformed into trainable, assessable, and applicable vocational skills. Similar cases have also occurred in Yancheng, Jiangsu. Xia Mengjie, a student of the 2024 Rural Revitalization Training Class at Yancheng Industrial Vocational and Technical College, held up her award-winning work "Food Box" and said to the research team, "Traditional ceramic craftsmanship is not only historical knowledge, but also a new idea and new rice bowl for us designers." It is understood that the college connects traditional crafts such as ceramic painting with cultural and creative design, brand and sales links, and students can directly participate in product design and online promotion, from "knowing how to do" to "knowing how to sell", in one step. In the integration of intangible cultural heritage into the national education system, vocational education is at the intersection of inheritance, training, employment, and industry, emphasizing more on "teaching skills, cultivating talents, and connecting paths". Since the implementation of the research and training program in 2015, more than ten universities in Jiangsu Province have offered more than 150 research and training courses to more than 30 regions across the country, training more than 5000 students. A group of compound talents who understand traditional crafts and are familiar with modern design and communication methods have grown from this. The research and training program has solidified the basic literacy of intangible cultural heritage talents, while the integration of industry and education has further extended the classroom to workshops and connected skills to the market. The intangible cultural heritage digital inheritance and dissemination industry education integration community established in 2025 will further promote the integration of intangible cultural heritage inheritance with vocational education and enterprise resources towards organization and platformization. The research team learned that vocational colleges in various regions have taken this opportunity to embark on a path of differentiated integration. Suzhou Arts and Crafts Vocational and Technical College collaborates with the government, enterprises, and industry associations to establish intangible cultural heritage workshops and industrial colleges, promoting school enterprise cooperation in education around traditional crafts such as jade carving and nuclear carving, allowing students to hone their skills in real projects; Dongchangfu District, Liaocheng, Shandong Province, focuses on rural revitalization and takes gourd culture and creativity as the starting point. It integrates the entire chain of planting, processing, and sales into vocational education, and uses live streaming e-commerce to revitalize skills such as pyrography and carving. Students learn through practice and experience in the market, achieving a deep connection between skills and industries. The intangible cultural heritage has completed the transformation from 'knowing crafts' to' knowing production 'during the vocational education stage. ”Professor Lin Jifu from Central University for Nationalities stated that intangible cultural heritage has not only become an important carrier for the inheritance of excellent traditional Chinese culture, but also a practical production factor that can support regional social development. In its response on the construction of the intangible cultural heritage inheritors' team, the Ministry of Culture and Tourism clearly stated that it will work with the Ministry of Education, the Ministry of Human Resources and Social Security, and other departments to continuously promote the training program for Chinese intangible cultural heritage inheritors, improve the system of intangible cultural heritage textbooks, curriculum design, and teacher team construction, establish a long-term mechanism for inheritors to enter schools, and build a talent cultivation pattern involving government, industry, and enterprises through disciplinary and professional construction and industry education integration. Higher education disciplines have been included in the catalog, and classroom technology has evolved from interest enlightenment in basic education to skill cultivation in vocational education. Higher education has provided higher-level academic support and innovative vitality for the inheritance of intangible cultural heritage, promoting it from "skills" to "disciplines" and from "inheritance" to "innovation". We are no longer just cultural observers of intangible cultural heritage, but also creative practitioners and disseminators. ”The words of Lu Yunfei, a student of the "Daofang" program at Yunnan Academy of Arts, express the new vitality of intangible cultural heritage inheritance in universities. Relying on the rich ethnic intangible cultural heritage resources in Yunnan, the college has developed the undergraduate major of intangible cultural heritage protection into a distinctive brand, inviting intangible cultural heritage inheritors to reside on campus and collaborating with teachers and students to carry out design innovation around intangible cultural heritage projects such as tie dyeing and Yi embroidery. Relevant works have successfully appeared on the stage of International Fashion Week. The school promotes the establishment of intangible cultural heritage skills transfer workshops for research and training students, which will drive 553 people to find new jobs and generate more than 4 million yuan in income between 2023 and 2025. The exploration of Guangdong University of Technology is also quite distinctive. The school relies on the characteristic education platform "Yunyu Classroom" to fully launch the Guangcai Intangible Cultural Heritage course. After detailed understanding, the research team had a preliminary understanding of "Yunyu Classroom": the introduction of AR technology makes the abstract traditional skills intuitive and sensible, while taking into account the personalized needs of different learners, which is equivalent to building an "online practice field+resource library" for intangible cultural heritage learning. In addition, the "Weaving Dreams through Longitude and Latitude: Exploring the Path of Rural Revitalization through Intangible Cultural Heritage" practice team jointly established by Chongqing University and Shanghai Foreign Studies University went deep into the Qiang Village in Beichuan, Sichuan, and explored the path of rural revitalization through the "Intangible Cultural Heritage+Tourism" model; Central University for Nationalities, Sun Yat sen University, Zhejiang University, China Academy of Arts, and others are exploring the cultivation of master's and doctoral talents in intangible cultural heritage under relevant disciplines, each showcasing their strengths and characteristics. Behind these practices is the accelerated construction of the national level intangible cultural heritage discipline system. In 2021, the Ministry of Education officially included "Intangible Cultural Heritage Protection" in the undergraduate major directory of ordinary universities, marking the entry of intangible cultural heritage protection talent cultivation into an independent discipline track. As of May 2025, 25 undergraduate institutions across the country have opened this major, gradually forming a training pattern with art as the main body and interdisciplinary support. Moreover, under the promotion of national policies, the high-level talent training system for intangible cultural heritage continues to improve. Tianjin University has taken the lead in establishing the first interdisciplinary master's degree authorization point for intangible cultural heritage in China, while universities such as Beijing Normal University and Central Academy of Fine Arts have added graduate training directions based on existing disciplines to cultivate high-level talents for intangible cultural heritage inheritance. The research team also found during their visits to universities that many institutions have opened intangible cultural heritage courses to all students as public elective courses, with a considerable number of course takers. This course is not only for art schools, but also for students majoring in science and engineering, as well as economics, indicating the attractiveness of intangible cultural heritage itself, "said the person in charge of intangible cultural heritage courses at a school to the research team. When intangible cultural heritage enters public classrooms in universities, the audience for dissemination is no longer limited to professional students, but extends to a wider range of young people. Disciplinary construction is opening up new development space for the protection of intangible cultural heritage. ”Professor Cai Ke from the School of Education at the Central University for Nationalities gave an analogy to the research team, just like a rumor