Abstract: Taking Yunnan’s ethnic handicrafts as an example, this article explores the application strategies of scenario-based teaching in vocational education and training (VET) for the inheritance of intangible cultural heritage (ICH). By analyzing the intangible cultural heritage value of Yunnan’s ethnic handicrafts and the goals of intangible cultural heritage inheritance in VET, the article proposes that scenario-based teaching helps enhance students’ sense of immersion, broaden their cognitive dimensions, and promote independent learning, thereby improving the effectiveness of intangible cultural heritage inheritance. Specific strategies include: transforming roles to create a village-style teaching environment for ethnic handicrafts; integrating subjects to interpret ethnic handicraft culture from multiple perspectives; fostering student collaboration to establish a topic-based inheritance mechanism; and adopting an outcome-oriented approach to promote lifelong career development. Through real-world scenario simulations and interdisciplinary cooperation, these strategies aim to cultivate students’ practical skills, innovative thinking, and awareness of intangible cultural heritage protection, providing new pathways for the inheritance and development of intangible cultural heritage.

Key words: scenario-based teaching, intangible cultural heritage inheritance, ethnic specialty handicrafts, vocational education