Exploring Bai intangible heritage with generative AI

Exploring and passing on Bai intangible cultural heritage with generative AI  

Gong Wenjun, Qi Hong  

Yunnan Minzu University; Xishan School of Kunming No. 1 Secondary School  

Abstract:This case takes “Bai ethnic culture preservation, AI technology application, and student skill development” as the main theme. A progressive teaching system is established. Through three phased projects involving AI-assisted picture book creation, pattern code conversion, and web development of architectural information, a deep integration of cultural preservation and technical education is achieved. In this interdisciplinary practice, students progress from understanding cultural elements to innovative expression, from using technical tools to system development, and ultimately develop comprehensive practical abilities that combine cultural literacy with technical skills.    

Keywords:Artificial intelligence; Bai ethnic culture inheritance; core competencies    

1. Reasons for selecting the topic  

With the rapid development of AI technology, it is inevitable that the future society will be an AI-driven society. Therefore, it is essential for middle school students to be able to master and properly use various AI tools to assist in daily life and learning, thereby improving efficiency. According to the “Digital Learning and Innovation” core competencies outlined in the “Compulsory Education Information Technology Curriculum Standards (2022 Edition)”, and in line with the guidelines provided by the “New Generation Artificial Intelligence Ethics Standards”, it is crucial for education to guide students in using AI tools to truly achieve “technology serving creativity”. By leveraging AI, students’ creative potential can be stimulated, technical barriers can be reduced, and their ethical and moral standards in technology can be developed. These are issues that need to be addressed urgently in current education.  

The development of AI technology also provides a way for the protection and preservation of ethnic cultures. The Bai culture is one of the treasures of the ethnic minority cultures in Yunnan, and it is also part of the world’s intangible cultural heritage. However, its preservation faces a series of challenges, such as the aging of traditional craftsmen, the lack of awareness among young people regarding the cultural symbols of their own ethnicity, the disappearance and destruction of historical buildings, and so on.  

In this context, this project adopts the approach of using the preservation of Bai culture as the core subject and theme, AI technology as the method and approach, and the development of students’ abilities as the main objective. It includes courses such as “AI-assisted design of Bai culture picture books”, “AI-assisted analysis and illustration of Bai images”, and “AI-assisted creation of web pages for recording and mapping Bai architectural information”. This creates a curriculum system that advances along three pathways: culture, technology, and ability. Students, through this AI education, gain a deeper understanding of Bai culture, strengthen their identity with their ethnic culture, and use AI technology to protect and preserve Bai culture. By engaging with AI technology, students can achieve a thorough mastery of this technology, thereby enhancing their own abilities.  

II. The teaching framework and educational value of the integration of the second and third lines  

(1) Innovation in the teaching framework  

1. Three-line integration, progressive teaching framework

Unlike traditional teaching models, this course establishes three concurrent and interconnected teaching themes: Bai ethnic culture, AI technology, and student capabilities. Each theme progresses through the completion of tasks organized in stages, resulting in the advancement and improvement of knowledge and skills. The three tasks—“AI-assisted Bai ethnic culture picture book design,” “AI-assisted Bai ethnic image analysis and painting,” and “AI-assisted design of Bai architectural information recording and map tracking system web page production”—are designed around Bai ethnic culture as anchors and themes. They progress from understanding basic Bai ethnic text stories in Task 1, to deeper exploration of Bai painting and culture in Task 2, to the protection and inheritance of Bai architecture and culture in Task 3. Similarly, the use of AI technology also evolves from simple text and image generation to the generation of complex Python code and other programming languages, and finally to comprehensive tasks involving web page production using AI technology, gradually increasing in difficulty to help students gradually master advanced AI technology methods and enhance their overall capabilities and ethical awareness regarding AI technology.  

2. Task-driven, interdisciplinary integration practices

The activities in each stage of this course are comprehensive tasks that integrate three main themes. These tasks and problems serve as a driving force for students’ learning. Through interdisciplinary integration, two or even three courses are combined into these comprehensive tasks. As students solve each stage’s tasks, their understanding and knowledge of each stage are further enhanced. For example, in the first stage’s task “Designing storybooks on Bai culture with AI assistance”, students need to use AI text generation technology to create stories related to Bai traditional culture. They also use AI technology to generate text scripts for the illustrations in the storybooks. Then, they use AI drawing tools to create illustrations that reflect the style of Bai clothing and architectural culture. Finally, they use PPT and other tools to organize the storybooks. This process not only enables students to learn how to use AI technology to create illustrations and storybooks, but also integrates courses such as language, art, history, and information technology, helping students deepen their understanding of Bai culture. Moreover, the textual knowledge related to Bai culture is transformed into artistic creativity, becoming a visual representation. Additionally, the division of tasks and discussions within groups during the completion of these tasks enhance students’ interdisciplinary collaboration skills, promoting the transfer of knowledge between different fields.  

3. Stage evaluation, and the development of observation skills

A phased evaluation system with three main dimensions is established. Both process-based and outcome-based evaluations are combined to track students’ progress in various aspects such as cultural understanding, technical skills, and overall capabilities. The process-based evaluation occurs throughout the learning process, through observations of classroom performance, records of participation in group discussions, and reports on project progress. The outcome-based evaluation involves quantitative assessments of various works at different stages, such as the quality of picture books, code standards, and the completeness of web page functions. Additionally, multiple evaluators are involved; in addition to teacher evaluations, students are also encouraged to conduct self-evaluations and peer evaluations, thereby guiding students to reflect on their learning process. For example, during the stages of extracting Bai ethnic patterns and writing code, students not only need to submit their code works but also write descriptions of the technical implementation methods and their understanding of the culture, as well as text content related to their interactions with AI tools. Through these multi-dimensional evaluations, the development trajectory of students in the three main areas can be fully assessed, providing a basis for subsequent teaching adjustments.  

(2) Value of the course  

1. Hierarchical transmission of cultural heritage

From basic understanding of Bai culture, to in-depth exploration, and then to innovative expression, this approach helps to cultivate students’ sense of responsibility in cultural inheritance. In Task 1, students are introduced to Bai culture in a basic way, which stimulates their interest in learning and understanding, and enhances their basic knowledge. In Task 2, they engage in further exploration and interpretation of Bai culture, allowing them to gain a deeper understanding of its cultural essence. Finally, in Task 3, students develop a sense of responsibility for protecting and preserving Bai culture, thereby promoting the sustainable development of Bai culture in the digital age. In summary, this is a cultural inheritance framework that progresses from basic understanding of Bai culture, to in-depth exploration, to innovative expression, and ultimately to fostering students’ sense of responsibility in cultural inheritance.  

2. Hierarchical development of technical capabilities

From mastering the basic operations and use of AI tools in Task 1, to learning image recognition and code writing in Task 2, and finally to applying various technologies to create web pages and integrate APIs in Task 3, students gradually overcome technical challenges and enhance their ability to solve real-world problems. For example, when creating web pages for Bai ethnic group architecture markers, students need to resolve issues related to integrating the Gaode Map with the “Alibaba Cloud” large language model’s API. They also face technical problems such as inaccurate map positioning, unclear or incorrect responses from AI assistants. By solving these complex problems, students not only become proficient in the relevant technologies, but also develop the ability to think independently and innovate in solving technical difficulties. Ultimately, through this technical practice ranging from using basic tools to developing complex systems, students are able to build a comprehensive set of skills for applying AI technologies.  

3. Comprehensive development of core competencies

During the progressive learning process, students’ core competencies such as computational thinking, teamwork skills, and critical thinking are developed. For example, in the creation of storybooks related to Bai ethnic culture, students need to critically analyze the integration points between traditional cultural elements and modern aesthetics. In the programming tasks involving extracting patterns from Python code, students must continuously modify and improve the code, thereby enhancing the precision and accuracy of the drawn patterns. When debugging web functions, students need to consider ways to improve the code and improve the quality of the web pages. Through these continuous operations and learning experiences, students can progress from accumulating knowledge to developing practical skills, ultimately achieving the goal of fostering their overall competencies.  

III. Course Design  

(1) Overview of the courses  

The curriculum focuses on developing students’ abilities, while using Bai ethnic culture as a medium for its transmission. It fully meets the requirements set out in the “New Generation Artificial Intelligence Development Plan” – namely, offering artificial intelligence-related courses in primary and secondary schools, and gradually promoting programming education. It also aligns with the guiding principles in the “Opinions on Implementing the Project for the Inheritance and Development of Excellent Traditional Chinese Culture” – which emphasize the integration of excellent traditional Chinese culture into schools and classrooms. The curriculum adheres to the requirements of the “Compulsory Education Curriculum Framework (2022 Edition)” regarding “interdisciplinary thematic learning” and the development of digital learning resources. In essence, it creates a three-dimensional system for ability development, encompassing “cultural awareness, technological application, and skill development”. This enables students to effectively preserve Bai ethnic culture through practice, while also developing their abilities in artificial intelligence technology and overall competencies.  

(II) Progressive design of the teaching process  

The course is designed in a progressive manner along three main themes: Bai ethnic culture, AI technology, and students’ abilities. The theme of culture involves understanding the basics of Bai language and stories, exploring Bai art and culture in depth, as well as the preservation and transmission of Bai architecture and culture. The theme of technology covers aspects such as generating AI-generated text and images, image recognition and code writing, as well as web page creation and API integration. The theme of abilities covers basic tool usage, solving complex problems, and managing comprehensive projects. These three themes operate simultaneously, with students progressing step by step.  

(3) Course objectives  

1. Cultural objectives: To fully understand the knowledge system of Bai culture; to develop cultural literacy from basic knowledge to innovative transmission; and to enhance cultural confidence and a sense of responsibility in cultural inheritance.  

2. Technical goals: Master the use of technologies such as AI text generation and illustration, AI code writing, and AI web design, thereby achieving a progression in technical capabilities from using individual tools to developing complex systems.  

3. Competency goals: Develop core skills such as computational thinking, interdisciplinary collaboration, and problem-solving abilities. This will enhance students’ awareness of artificial intelligence, and ultimately improve their overall competence.  

(4) Implementation process  

The course is carried out in three progressive stages: In the first stage, students learn how to use AI to design picture books related to Bai culture. They use AI text generation tools to create stories about traditional Bai culture, then use AI drawing tools to produce illustrations and organize them into picture books. In the second stage, students learn how to use AI to analyze and draw Bai-related images. They study image recognition techniques and code writing, extract patterns from Bai culture, and transform them into visual artworks. In the third stage, students use AI large models, web design skills, and map APIs to develop web applications that record and track information about Bai architecture.  

(5) Learning evaluation  

A three-dimensional evaluation system is established, with a weight distribution based on “process evaluation + outcome evaluation + reflective evaluation”.  

Process-based evaluation: By observing the entire process in which students complete the project, including their participation in the course, the progress of project completion, group collaboration, and the text of the AI dialogue prompts, we can assess the students’ engagement and their development trajectory during the practical aspects of the project.  

Outcome-based evaluation: Quantitative scores are assigned based on the different works produced by the students in the three projects they completed.  

Reflective evaluation: By combining peer feedback, teacher comments, and self-evaluation, it assesses students’ depth of understanding of the significance of cultural heritage, as well as their ability to improve themselves.  

The cultural dimension assesses the depth of cultural understanding through creative solutions; the technical dimension evaluates the technical complexity of the works, code standards, and system stability, as well as the students’ proficiency in related technologies; the ability dimension measures the development of students’ core competencies through group evaluations, teacher observations, and project reflections.  

(6) Specific case demonstrations – Taking “The web page development for the AI-assisted design system for recording Bai ethnic architectural information and tracking maps” as an example  

1. Activity name: Development of a Bai ethnic group architectural information recording and mapping tracking system  

2. Core task: Modify the code to impose limited restrictions on the image recognition and AI conversation functions, so that only questions and images related to the Bai ethnic group can be recognized.  

3. Technical requirements: (1) Ensure that the AI model can accurately identify Bai ethnic architecture and cultural elements (such as Bai clothing and architectural styles). (2) Optimize the dialogue logic, and limit the scope of responses to content related to Bai culture.  

4. Enhance the map recording function: Establish standardized procedures for data entry to ensure the completeness and accuracy of building information records.  

5. Operation procedure: (1) Group collaboration – students form groups of two, and each group needs to add 10 more photos of Bai ethnic architecture. (2) Use the system to upload the photos; click the “Identify” button to analyze the type of architecture, then complete the recording fields and save the data.  

6. Requirements for task submission: Submit the complete web page code after modifications are completed (including the AI functionality and map recording modules); 10 photos of Bai ethnic architecture selected by the group (with the names and locations of the buildings marked). The submission should be done by uploading the code files and images through the online learning platform. The naming format should be: “Group number and member’s name + Bai ethnic architecture record”.  

7. Schematic diagram of system functions: Building identification module: Upload photos → AI analysis → Matching of Bai ethnic group’s building characteristics → Return of identification results. Map tracking module: Location records → Data visualization → Support for filtering and querying by building number or location.  

(7) Exhibition of students’ works  

Activity 1: “AI-Assisted Design of Bai Ethnic Culture Picture Books”

Activity 2: “AI-assisted analysis and painting of Bai ethnic group images”

Activity 3: “Web development for the AI-assisted design system for recording Bai ethnic architecture information and tracking maps”

(8) Analysis of students’ works  

1. Analysis of the dimensions of Bai ethnic culture inheritance

In Activity 1 (Picture Book Creation), students initially only were able to transfer the superficial elements of Bai ethnic stories (such as the cloud-related elements in “Wangfu Yun”). Their understanding of architecture and clothing remained limited to mere visual replication, without touching on their cultural symbols. In Activity 2 (Pattern Extraction), students began to decode the meaning behind the patterns. For example, they associated the octagonal pattern with the folk belief of “eight treasures bring good luck,” and the butterfly pattern with the idea of “many children and prosperity.” This marked a transition from “form recognition” to “meaning comprehension”. In Activity 3 (Architectural Systems), students further developed a cultural ecosystem. Using AI technology, they linked architectural layouts with maps and architectural styles. They documented typical Bai-style buildings such as those in Xizhou Ancient Town and the Three Pagodas in Dali, thereby achieving a shift from “single symbols” to “cultural systems”.  

2. Analysis of the application dimensions of AI technology

In Activity 1, students used a basic AI model to generate story storyboards. In 20% of the scenes, there were issues related to the mixing of elements from other ethnic groups. By optimizing the AI prompts (such as “Bai ethnic group + Torch Festival + Bai ethnic clothing”), the accuracy of the text and patterns generated by the AI was increased from 60% to 85%. In Activity 2, due to the default threshold used by OpenCV, 15% of the Bai cultural patterns were distorted or difficult to extract. By developing a special algorithm for Bai blue colors (threshold 110) and training the AI model, the accuracy of pattern recognition and drawing became significantly improved. In Activity 3, AI models, HTML web design, building recognition, and Gaode Map AI were integrated together, enabling a technological leap from using individual tools to using AI tools to solve specific problems.  

3. Analysis of dimensions of student ability improvement

In the early stage of Activity 1, students had a single division of labor (the AI generation group created AI-generated content, while the cultural group collected materials). Later on, a collaborative chain was established through the “AI-generated content activity task sheet”, which demonstrated basic cultural verification skills. In Activity 2, students faced the issue that “AI-generated images do not align with true Bai culture”. By using online resources and books, they established a dual verification mechanism involving “technology and culture”, thereby showing their ability to solve problems across different disciplines. In Activity 3, students integrated AI technology to create websites that document Bai architecture and preserve its heritage. This allowed them to achieve a qualitative change in their abilities, from completing “class assignments” to applying knowledge in real-world situations. This highlights their skills in project coordination and the transformation of social values into practical applications.  

IV. Reflection and Improvement  

(1) During the practical implementation of the courses, a small number of students encounter difficulties in transferring knowledge across different disciplines and within the main themes of the courses, as well as in fully realizing their creative ideas using technology. Therefore, in subsequent courses, it is necessary to break down the tasks into more detailed components and provide guidance step by step. The difficulty level and pace should be adjusted based on the students’ feedback.  

(II) Through the practice of the courses, students have produced cultural and digital works of a certain quality. However, the dissemination of these students’ works in society is limited. Therefore, it is necessary to design online activity programs in order to promote the broader dissemination of Bai culture.  

V. Conclusion  

Excellent traditional culture is not only a reflection of history, but also a spiritual symbol of a nation. The continuous development of artificial intelligence technology, while promoting social progress, also provides new opportunities for the protection and preservation of traditional culture. This course integrates the three main themes of “culture–technology–capability” into a hierarchical educational system that allows for the integrated development of AI technology education and the transmission of traditional culture. During the phased learning process, students gain a deeper understanding and mastery of the application of AI technology. At the same time, they strengthen their knowledge of traditional culture and develop a sense of responsibility toward its preservation. Finally, by continuously considering how to effectively integrate AI technology with traditional culture, this course helps to develop students’ problem-solving skills, innovative thinking, and sense of social responsibility, thereby enhancing their overall abilities.  

Through this course, students not only improve their abilities, but also gain new ideas for the protection and preservation of traditional culture. It also provides examples on how AI technology can be integrated into the learning process and classrooms, thereby serving as a real “helpful assistant” in learning – rather than being a “bad friend” that encourages laziness and cheating.