The The safeguarding of intangible cultural heritage (ICH) has become increasingly urgent as modernization disrupts traditional ways of transmission. This study takes the endangered practice of Xinhui Kuishan fan-making in southern China as a case and explores how different teaching approaches can support both technical craftsmanship and cultural meaning. Three modes of instruction are examined: traditional face-to-face teaching based on apprenticeship, virtual reality immersion through 360-degree panoramic video, and a blended format that combines classroom learning with digital resources. A preliminary survey with 120 first-year undergraduates revealed the challenges that heritage education is facing. Only 31.7 percent of students reported frequent exposure to ICH-related content in their curriculum, yet about 90 percent showed clear interest in learning traditional crafts. Many pointed to limited practice space, outdated methods, and a shortage of instructors and materials as key obstacles. These findings suggest that while student motivation is strong, the teaching environment does not yet provide enough opportunities for meaningful engagement. The experimental design evaluates student learning in several dimensions. Technical outcomes are observed through the quality of student-produced Kuishan fans, focusing on craftsmanship, accuracy, and overall appearance. The study also looks at students’ emotional responses, including how satisfied they felt with their work, whether they gained confidence in their ability, and how much they enjoyed the process. Early observations indicate that blended learning may offer advantages, since it allows students to benefit from both the cultural authenticity of traditional mentorship and the visual immersion provided by VR. By using the Kuishan fan as a case study, this research contributes to current discussions on how digital innovation can be integrated into heritage education. The findings point to practical strategies for teachers and institutions that wish to preserve traditional skills while adapting them to contemporary classrooms.

Intangible Cultural Heritage, Virtual Reality in Education, Blended Learning, Traditional Handicraft Education, Xinhui Kuishan Fan