Examining Cultural Heritage Awareness in a Local Context: A Study of Middle School Students in Ulubey

Abstract

The aim of this study is to examine the cultural heritage awareness levels of middle school students studying in the Ulubey district of Uşak province within a local context. The study addresses students’ general levels of awareness regarding cultural heritage, whether these levels differ according to grade level and gender, the relationships between students’ knowledge of and interest in local culture and their cultural heritage awareness, and the relationship between participation in cultural heritage-related activities and awareness levels. Conducted according to the survey model, one of the quantitative research methods, the study group consisted of 286 students enrolled in middle schools in the Ulubey district during the 2025–2026 academic year. Data were collected through the Cultural Heritage Awareness Scale and a nine-item closed-ended questionnaire designed to determine students’ grade level, gender, knowledge of and interest in local culture, and participation in cultural heritage activities. The data were analyzed using SPSS 21. Descriptive statistics, Cronbach’s alpha reliability analysis, one-sample t-test, independent samples t-test, one-way analysis of variance, Pearson correlation analysis, and simple linear regression analysis were performed. The findings showed that students’ cultural heritage awareness levels were significantly above the theoretical midpoint of the scale. Cultural heritage awareness did not differ significantly according to grade level, gender, or participation in cultural heritage activities. However, strong and positive relationships were found between students’ knowledge of and interest in local culture and their cultural heritage awareness. The results indicate that cultural heritage awareness is closely related to students’ processes of recognizing, making sense of, and developing sensitivity toward the local environment in which they live. In this respect, the study suggests that cultural heritage education should be understood not merely as the transmission of knowledge, but as an ethical and pedagogical process that supports students in establishing a relationship with the place in which they live, historical memory, and cultural responsibility.