<![CDATA[Traditional higher education curricula often reduce regional languages to static mechanical structures, stripping away the profound philosophical worldviews embedded within indigenous heritage. In Palembang, South Sumatra, rapid urban modernization risks severing the younger generation's connection to their ancestors' existential wisdom, thereby triggering cultural alienation. Nurturing an intimate love, emotional proximity, and long-term pride among modern undergraduate students toward the Malay-Palembang language and literature requires a pedagogical shift toward a deep interrogation of regional philosophy. Unfortunately, empirical studies exploring how youth phenomenologically internalize this ancestral philosophy to cultivate authentic cultural affection remain highly scarce. This critical phenomenological study investigates how 100 undergraduate students perceive the philosophical potential of Malay-Palembang language and literature, and how they frame their future aspirations to foster deeper cultural affection. A qualitative critical phenomenological design was employed to examine the lived experiences of 100 undergraduate students majoring in Indonesian Language and Literature Education at Universitas Sriwijaya, Palembang. Data were gathered through in-depth reflective journals, philosophical essays, and semi-structured focus group discussions, followed by a rigorous critical thematic analysis. The analysis revealed eight primary dimensions: (1) Linguistic Identity Affect, proving that deconstructing philosophical etymology fosters a deep love for the mother tongue; (2) Ethical Oral Tradition Philosophy, utilizing the ethical values in Senjang for character building; (3) Eco-Philosophical River Epistemology, connecting the philosophy of the Musi River with contemporary environmental ethics; (4) Philosophical Materialization of Physical Heritage, interpreting the metaphysical meanings behind Songket motifs and Limas architecture; (5) Philosophy-Based Curriculum, demanding a transition from rigid grammar to wisdom-based learning; (6) Affective-Aesthetic Pedagogy, encouraging emotional immersion in regional arts to ignite cultural passion; (7) Institutional Philosophical Sanctuary, expecting universities to formally protect indigenous knowledge systems; and (8) Global Ontological Diplomacy, aspiring to share the existential philosophy of Malay-Palembang with international audiences.]]>
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