Teaching Strategies and Practice of Integrating Regional Elements into UI Design Courses from the Perspective of Curriculum Ideological and Political Education

Aiming at the dilemmas that regional cultural elements remain at the level of symbol appropriation and curriculum ideological and political integration stays at superficial embedding in current UI design courses, this study introduces cultural translation theory, constructs a three-level translation model covering cultural imagery, design grammar and interface expression, and proposes a four-stage progressive teaching framework including cultural immersion, design transformation, interface expression and value reflection. The study designs a corresponding relationship between regional cultural resources and UI knowledge modules, as well as teaching methods including problem chain drive, role immersion and local workshops, and establishes special evaluation dimensions for cultural translation quality. Taking regional cultural re-sources such as Zhaoqing Duan Inkstone and Song City Wall as materials, two rounds of teaching practice have been carried out in the UI design course for art design majors in application-oriented undergraduate colleges. The results show that the teaching strategy effectively improves students’ cultural translation ability and design quality. Students’ works have won 11 national and provincial design competition awards, with themes covering three directions including regional cultural communication, social problem solving and traditional cultural innovation. This study provides a transferable practical path for the integration of re-gional culture into design teaching from the perspective of curriculum ideological and political education, and promotes the exploration of local discourse construction in design education.