This study investigates the role of Qiang architectural development in promoting cultural heritage education in Sichuan, China. Qiang architecture, with its iconic stone watchtowers, wooden beam houses, and ritual spaces, is not merely a material legacy but a living pedagogical system embedded in community life. Using a qualitative ethnographic approach, the research was conducted in Taoping Qiang Village, a recognised heritage site known for its preserved architectural landscape. Data were collected through in-depth interviews with 30 purposively sampled informants ranging from master builders and artisans to returning youth and educators, as well as through participant observation and document analysis. Thematic analysis revealed three core educational functions of Qiang architecture: 1) the transmission of indigenous knowledge through architectural practices, 2) intergenerational learning via community rituals and rebuilding events, and 3) the integration of architectural heritage into rural tourism and formal education initiatives. These findings highlight how architecture acts as a living curriculum, supporting cultural identity, environmental awareness, and intergenerational cohesion. The study concludes that embedding traditional architectural knowledge in education, both informal and formal, can foster cultural resilience and sustainability. It recommends heritage-based curriculum development, youth engagement in community practices, and policy support for architectural education as a form of cultural preservation.