01855nas a2200157   4500000000100000000000100001008004100002100001200043700001900055700001800074700001700092245011200109856014800221490000700369520132100376                                       d1 aJia Xia1 aTakaya Yuizono1 aTzu-Yang Wang1 aEunyoung Kim00aIntangible Cultural Heritage Course Design in the Digital Age and Its Effects of Interdisciplinary Workshop  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85188802727&doi=10.3390%2feducsci14030325&partnerID=40&md5=1d3599bba2193830f954a92ed14399f50 v143 aThis study demonstrates a new intangible cultural heritage (ICH) design course and its effectiveness of interdisciplinary teams with digital technology beyond conventional single-disciplinary teams. A design guideline for ICH was built on the basis of Bronfenbrenner’s Ecological Systems Theory (EST). Then, an evaluation standard involving five criteria (culture fit, creativity, aesthetics, experientiality, diversity) was established. Thirty students participated in the course and were divided into four teams of two types as follows: two interdisciplinary teams consisting of students from different backgrounds and two single-disciplinary teams consisting of students from the visual communication department. Experts assessed the design works and design process of the four teams according to the evaluation criteria as follows: (1) there are differences in the application of the ICH design guideline between the interdisciplinary approach with digital technology and the conventional teaching method, and (2) the ICH design course positively affects the five criteria. The interdisciplinary approach with digital technology in ICH design is more likely to stimulate students’ creativity. These findings emphasize the importance of new ICH design courses and provide insights for future design educators.