The inaccessibility of global cultural heritage limits its potential to shape identities and inform design, a challenge compounded by historical power imbalances in knowledge production. This paper proposes a design education framework integrating Indigenous knowledge systems, critical theory, and human-centred design. It addresses digital cultural heritage preservation in a postcolonial context using a South African case study. Drawing on a Title Sequence Design Module at a South African university in a Digital Design department, we developed a project collaboration with a South African art museum that explores motion-based digital narratives to democratise access to heritage, preserve culture and traditions, disrupt colonial legacies, and cultivate ethical designers.