Abstract
Background: Regionally specific and relatively small‑scale intangible cultural heritage (ICH) often faces limited cross‑cultural adaptability, and the field lacks a tailored communication system for zero‑beginner international Chinese language students studying in China. Specifically, while Fengxian rolling lantern performances involve complex techniques and a high threshold of participation, the international promotion value of the rolling lantern sachet culture derived from these performances has not yet been systematically investigated. Purpose: To address these practical tensions of high international promotion thresholds, weak audience adaptability, and fragmented communication chains in small‑scale ICH, we focused on rolling lantern sachet culture to construct a suitable, lightweight promotion system. Methods: To evaluate this system, we conducted a literature review, fieldwork, inheritor interviews, and a standardized questionnaire survey. Utilizing a quasi‑experimental control design, we selected 128 zero‑beginner international language students from four universities in Shanghai for quantitative empirical analysis. Results: Ultimately, the lightweight adapted rolling lantern sachet met the experiential needs of zero‑beginner audiences, while the layered communication strategy and three‑dimensional (3D) collaborative promotion mechanism demonstrated stable implementation effects. Conclusion: The rolling lantern sachet serves as a high‑quality medium for the international communication of small‑scale ICH. The promotion system constructed in this study fits the characteristics of zero‑beginner audiences and provides a reference
References
China Intangible Cultural Heritage Protection Center. (2025). Project archive of rolling lantern (Fengxian rolling lantern). Retrieved June 5, 2026, from http://www.ihchina.cn/project_details/12920.html
Duan, X. (2023). Teaching ICH culture to international students studying in China from the perspective of the international communication of Chinese culture. International Public Relations, (16), 134-136. https://doi.org/10.16645/j.cnki.cn11-5281/c.2023.16.059
Gong, X. (2025). Practical research on Chongqing ICH cultural experience courses for international students: A case study of Sichuan opera teaching (Master’s thesis). Southwest University. https://doi.org/10.27684/d.cnki.gxndx.2025.001025
Hall, E. T. (1966). The hidden dimension. Doubleday.
Hu, Y., & Zhu, Y. (2025). Youth roles and actions in the international communication of cultural heritage. Chinese Youth Social Sciences, 44(5), 13-22. https://doi.org/10.16034/j.cnki.10-1318/c.2025.05.003
Jia, J., & Tang, X. (2026). Research on pathways for integrating ICH into cultural education for international students studying in China. New Legend, (9), 95-97. https://doi.org/10.26938/j.cnki.CN42-1794/Z.2026.09.031
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Li, B., & Chen, H. (2025). Selection of ICH for international Chinese language education: Principles and content. Journal of Yunnan Normal University (Teaching and Research on Chinese as a Foreign Language), 23(4), 1-17. https://doi.org/10.16802/j.cnki.ynsddw.2025.04.001
Mao, T. (2025). Application of experiential teaching in bamboo-weaving cultural study courses at S ICH Museum (Master’s thesis). Xi’an Shiyou University. https://doi.org/10.27400/d.cnki.gxasc.2025.000185
Schumann, J. H. (1978). The acculturation model for second language acquisition. In R. C. Gingras (Ed.), Second language acquisition and foreign language teaching (pp. 27-50). Center for Applied Linguistics.
Shanghai Fengxian District People’s Government. (2024, June 4). Craft display of the Fengxian rolling lantern sachet. Retrieved June 5, 2026, from https://www.fengxian.gov.cn/gzms/20240604/71024.html
Shanghai Intangible Cultural Heritage Protection Center. (2023). Illustrated catalogue of Shanghai intangible cultural heritage. Shanghai People’s Publishing House.
Shanghai Municipal Education Commission. (2024). 2023 annual report on education in Shanghai [Report]. Shanghai Municipal Education Commission.
Shi, N., & Fang, X. (2025). The internal logic, practical dilemmas, and practical approaches of ICH education for international students in higher vocational colleges under the Belt and Road context. Education and Vocation, (21), 90-98. https://doi.org/10.13615/j.cnki.1004-3985.2025.21.009
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
The Paper Government Affairs. (2024, October 13). Impressive! The national-level ICH project “rolling lantern“ appears in CCTV prime time. Retrieved June 5, 2026, from https://www.thepaper.cn/newsDetail_forward_29024316
Wang, W. (2013). Introduction to intangible cultural heritage. Educational Science Publishing House.
Wen, T. (2024). Exploring the application of Guangxi ICH cultural resources in international Chinese language education (Master’s thesis). Guangxi Minzu University. https://doi.org/10.27035/d.cnki.ggxmc.2024.001193
Xu, D. (2025). Paths for improving the overseas communication of intangible cultural heritage through digital media. Journalism Lover, (7), 86-88. https://doi.org/10.16017/j.cnki.xwahz.2025.07.020
Yan, L., Chen, C., Li, Z., Zhang, Y., & Liu, Y. (2026). Cross-media narrative and international communication paths of ICH cultural symbols: A case study of the Miluo Xiang embroidery sachet. Language and Culture Research, 34(3), 275-279. https://doi.org/10.19954/j.cnki.lcr.2026.03.064

This work is licensed under a Creative Commons Attribution 4.0 International License.
