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In the context of contemporary globalization, the preservation and safeguarding of intangible cultural heritage has assumed heightened significance. Serving as a pivotal cultural asset, intangible cultural heritage plays an essential role in upholding cultural diversity and fostering societal progress. This study combines micro and macro-level management practices, student engagement theory, and cultural-historical activity theory to conduct quantitative research on 500 art and design students from 16 universities in Shaanxi Province, China. The primary research findings reveal a positive correlation between students' sense of responsibility and cultural heritage awareness, indicating deepening responsibility with heightened awareness. However, general knowledge and student-teacher interactions, though positively correlated, lack statistical significance. The study underscores the crucial role of institutional support and pragmatic education in enhancing students' intangible cultural heritage transmission awareness. Practical, hands-on learning experiences and strong institutional backing drive a deeper understanding and appreciation of cultural heritage among students. These insights have implications for educational policy and curriculum design, emphasizing the need for a multi-faceted approach to intangible cultural heritage education that incorporates both theoretical knowledge and practical experiences, and underscores the importance of institutional support in this endeavor.
Niu et al. (Thu,) studied this question.