The promotion of multicultural education in educational policies is plagued by widespread issues such as a disconnect between policy direction and local implementation, fragmented cultural content, and a lack of continuity in curriculum implementation. This paper, combining policy text analysis with empirical research, explores the synergistic approaches between cultural heritage and multicultural education from the perspective of educational policy. The study involved content analysis of representative policy texts from the past decade, comparative research on educational practice cases, and statistical analysis of questionnaires and interviews with teachers and students. The results showed that the mean scores for each indicator in the intervention group are 3.45±0.50 before the intervention. After the intervention, these scores significantly increased to 4.10±0.48 for cultural identity, 4.00±0.50 for multicultural attitudes, and 3.85±0.55 for intercultural competence. T-tests showed statistically significant differences (t=5.12, p=0.001). The cultural inclusiveness indicators and curriculum diversity embedded in the policy have a significant impact on the improvement of students' cultural identity and cross-cultural understanding ability; in terms of implementation details, promoting teachers' cross-cultural teaching ability construction and school local cultural curriculum development through policy guidance is a key mechanism for achieving educational equity and cultural symbiosis.

Lu He. Integrating Local Cultural Heritage and Multicultural Education: A Policy-Based Intervention and Its Effects on Students' Cultural Identity and Intercultural Competence. International Journal of New Developments in Education (2025), Vol. 7, Issue 11: 91-98. https://doi.org/10.25236/IJNDE.2025.071115.

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