This study investigates the potential of a design-based approach to engage children with the cultural heritage of Suzhou fans, aiming to bridge traditional artifacts with contemporary educational practices. Grounded in experiential learning and constructivist theories, the project involved 79 sixth-grade students in a three-stage design process: persona-scenario mapping, self-portrait collages, and personalized fan creation. These activities immersed students in the historical and cultural significance of Suzhou fans while cultivating self-expression and creativity. The results revealed significant gains in students’ knowledge of cultural heritage, increased appreciation for its relevance, and sustained interest in exploring and sharing cultural narratives. These findings demonstrate the effectiveness of combining cultural education with hands-on design practices, providing both theoretical insights into constructivist learning and practical implications for heritage education. This study highlights the transformative role of design in making cultural heritage accessible and meaningful, offering a replicable model for similar initiatives globally.