Abstract
This study empirically examines Central Plains cultural identity among 429 university students in Henan, China. Using qualitative content analysis with quantitative comparison method to examine three aspects: students’ knowledge of Central Plains culture, the challenges they face in cultural identity construction, and their attitudes toward other cultures. It reveals a paradox: macro-narrative pedagogy effectively transmits orthodox knowledge but produces cognitive homogeneity and a ‘museumized’ identity. Students prefer educators to engage with them and integrate their lived experience to deepen affective identity and practicality. Crucially, multicultural exposure does not erode local cultural identity; instead, it fosters critical reflection and rooted openness, reinforcing rational affection and cultural confidence. This study demonstrates that cultural identity construction among contemporary university students is characterized by rooted openness: students aspire to form individualized cultural understandings through autonomous experience while maintaining confidence in their own traditions.