Hengchun folk songs are among Taiwan’s most representative forms of traditional vocal music and are designated as an Intangible Cultural Heritage by the Ministry of Culture. Rooted in the southernmost region of Taiwan, these songs were historically transmitted orally through master-apprentice relationships and local gatherings. This study examines how the pedagogy of Hengchun folk songs has evolved from oral transmission to community-based teaching and institutionalized education through school clubs and community universities. It highlights how these transformations have revitalized singing practice among elderly learners and sustained this living heritage within contemporary Taiwanese society.The study aims to trace the historical evolution of Hengchun folk song transmission, analyze how community-based and community university programs foster revitalization, and explore the pedagogical and social significance of intergenerational participation in maintaining local cultural identity and musical practice. Together, these aims position Hengchun folk songs as both an artistic expression and a continuous force of cultural resilience within Taiwan’s intangible heritage landscape.Employing a qualitative ethnographic approach, fieldwork was conducted in Pingtung County focusing on a community university course titled Stage Performance of Hengchun Folk Songs, held weekly for two hours with about fifteen senior participants. Data collection included participant observation, in-depth interviews with instructors, learners, and association members, as well as documentation of rehearsals and performances. Teaching materials and cultural policy documents were analyzed to understand how community education shapes pedagogy, performance practice, and local cultural sustainability.Findings indicate that transmission has shifted from private oral inheritance to collective and institutional learning. The traditional imitation and memory-based model has expanded into a structured framework supported by community associations and educators, enabling wider participation while preserving authenticity. Community-based learning empowers elderly learners to become cultural practitioners and confident performers. Through regular rehearsals and local support, they master dialectal phrasing and melodic ornamentation, bringing new vitality to the stage. Integrating performance into community education enhances artistic quality and strengthens social connection, demonstrating how heritage can achieve creative renewal while maintaining its expressive core.In conclusion, the revitalization of Hengchun folk songs represents an active and participatory process that strengthens community identity and intergenerational dialogue. By combining traditional pedagogy, community collaboration, and performative practice, this model bridges heritage and modernity, providing a compelling example of how community-based music education can sustain intangible cultural heritage through experiential, inclusive, and lifelong learning.