Against the dual strategic backdrop of comprehensive rural revitalization and cultural heritage preservation, the creative transformation and innovative development of local cultural resources have become a pivotal issue in educational research and practice. Building upon Kolb’s experiential learning theory, constructivist learning theory, and place-based educational theory, this study integrates the analysis, design, development, implementation, evaluation (ADDIE) model framework to develop a systematic curriculum design approach. It establishes a “four-stage cyclical model” for creating educational programs based on local cultural resources. The model comprises four interconnected, iterative phases: resource identification and assessment; curriculum objectives and content design; teaching methodologies and activity planning; implementation and evaluation. Using the “Red Footprints” educational program in Shangwang Village, Shaoxing City, Zhejiang Province as a case study, the research demonstrates the model’s effectiveness through multi-source data collection and mixed-method analysis. Findings indicate that systematically designed curricula can transform local cultural resources into high-quality educational programs, significantly enhancing students’ cultural awareness and sense of local identity. The “pre-trip – during-trip – post-trip” three-phase implementation framework proves effective for ensuring comprehensive engagement with the Kolb Learning Cycle. This study provides a replicable curriculum development paradigm and actionable guidelines for similar rural initiatives.
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Li, Y., Lu, Z., Ge, Y., Lin, X. (2026) Development and Implementation of Educational Programs Based on Local Cultural Resources. Hong Kong Financial Bulletin, 2(1), 6-20. https://doi.org/10.71052/hkfb2025/HCUG9815