Abstract: The conflict between globalization, modernization and the standardized framework of the national educational system has plunged ethnic minority traditional cultures into a dual disembedding dilemma: the fragmentation of cultural symbols and the risk of “museumization” of cultural genes coexist. Grounded in cultural symbiosis theory and the educational ecosystem model, this study constructed a three-dimensional mutual-construction framework“subjective adaptation, institutional inclusivity, and practical innovation”to systematically deconstruct the interactive logic between ethnic minority cultures and the educational system. Research demonstrated that, institutional interpenetration through rational combinations of policy tools could effectively resolve the “suspended implementation” challenge in cultural transmission. Technological reconstruction via digital twin systems facilitated the cross-temporal and spatial regeneration of cultural genes, while subject empowerment was achieved by activating collaborative agency among diverse stakeholders through communicative rationality mechanisms. However, asymmetric tensions between cultural subjectivity and institutional publicness, alongside intergenerational digital divides, remain core obstacled to mutual construction. Therefore, a coordinated governance path of “institutional adaptation, technological empowerment, and multi-subject co-governance” was essential to achieving dynamic equilibrium. This study provided a practical pathway that harmonizes cultural diversity with strengthened national identity, thereby advancing the consciousness of the Chinese national community.