As a concrete carrier of China’s outstanding traditional culture, intangible cultural heritage (ICH) visual symbols hold dual values of formal aesthetics and cultural expression, and serve as a core resource for constructing aesthetic education with regional characteristics. Hainan’s ICH items, such as Li brocade, Li pottery, and coconut carving, have fostered highly recognizable visual symbols like the Hercules pattern, frog pattern, and Gangong bird pattern. These symbols embody the craftsmanship wisdom and aesthetic ideals of the Li ethnic ancestors, providing unique resources for localized aesthetic education. Taking Hainan’s ICH as a case study, this paper addresses the existing problems in integrating ICH visual symbols into aesthetic education—including superficiality, formalism, and insufficient exploration of regional connotations. It defines the connotative scope and aesthetic education value of ICH visual symbols, analyzes their transformation logic and core principles, and ultimately offers a referential paradigm for local ICH-oriented aesthetic education.