The core bottleneck in the construction of the discipline of intangible cultural heritage research mainly lies in the disconnection between talent cultivation in basic education and higher education, and currently, there are problems such as lagging connection between diff erent educational stages and fragmented categories in intangible cultural heritage education in middle schools. Based on ICH Studies’dual sustainable development goals (ontological and contextual), this paper takes the four core geographical competencies as the coupling entry point, and demonstrates the key value of middle school geography curriculum in cognitive enlightenment and literacy foundation for ICH Studies at the basic education stage. Integrating inheritors’oral history texts and geography curriculum cases, it proposes practical paths such as teacher training and case internalization, ultimately providing theoretical and practical support for improving the basic education system for ICH inheritance and promoting the construction of China’s independent ICH Studies knowledge system.