Field Theory Insight into Intangible Cultural Heritage Skills Education: Field–Capital–Habitus Interaction and Teaching Practice in China

Education in intangible cultural heritage (ICH) skills plays a vital role in cultural transmission and innovation, yet it faces persistent structural tension between the authenticity of regional culture and the standardization of modern educational systems. Drawing on Bourdieu’s field theory, this study examines the dynamic interaction of field, capital, and habitus within intangible cultural heritage skills education in Chinese higher education. Employing an exploratory qualitative single-case study design, the research investigates the ethnic arts curriculum at Southwest Minzu University, with data drawn from documentary evidence, teaching artifacts, and participant observation. The findings reveal a composite educational field structured by the intersection of native cultural, educational institutional, and cultural reproduction fields, within which cultural capital in its embodied, objectified, and institutionalized forms is transformed into symbolic and social capital through teaching practices, creative production, and institutional certification. The study further identifies a practical pathway extending from cultural capital accumulation to symbolic capital acquisition and ultimately to social capital expansion. Notably, the analysis empirically identifies the role of emotional persons—actors whose habitus is shaped by institutionally mandated affective cultivation, as articulated in the university’s formal talent training program—in mediating capital reproduction and habitus formation. This study offers a systematic theoretical framework for understanding the internal operational mechanisms of intangible cultural heritage skills education and provides practical insights for balancing cultural authenticity with educational standardization in the context of globalization.