https://journalarjass.com/index.php/ARJASS <p style="text-align: justify;"><strong>Asian Research Journal of Arts &amp; Social Sciences (ISSN: 2456-4761)</strong> aims to publish high quality papers (<a href="/index.php/ARJASS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Arts, Humanities and Social sciences.&nbsp;By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal.</p> <p style="text-align: justify;">This is an open-access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.</p> SCIENCEDOMAIN international en-US Asian Research Journal of Arts & Social Sciences 2456-4761 https://journalarjass.com/index.php/ARJASS/article/view/894 <p>In culturally diverse societies like the Philippines, cultural heritage literacy is an essential part of social studies education. This study explored the knowledge, abilities, attitudes, and behaviors about physical and intangible cultural heritage and investigated variations when categorized based on specific academic and demographic factors of the Bachelor of Secondary Education major in Social Studies students. A researcher-made questionnaire based on UNESCO's cultural heritage framework was used in the study following the descriptive-comparative research design. Results showed that the respondents' cultural heritage literacy was generally low to moderate, with a greater emphasis on values and appreciation rather than critical skills and active heritage activities. When the data gathered is categorized according to year level and exposure to heritage-related courses and activities, significant differences were observed, particularly among students with greater academic progression and prior heritage exposure. The results indicated that curriculum experiences and academic levels contribute to the differences in the students’ heritage knowledge. The study underscores the need to strengthen heritage-based pedagogical integration in Social Studies teacher education programs to enhance students’ conceptual understanding of cultural heritage within localized institutional contexts.</p> Marjorie B. Sumagit Jasper Kim M. Rabago Sonny Rae I. Fernando Dian Antonette N. Reantillo Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 2026-03-23 2026-03-23 24 4 1 9 10.9734/arjass/2026/v24i4894 https://journalarjass.com/index.php/ARJASS/article/view/895 <p><strong>Aims: </strong>This study examines the characteristics of work values among lectures from different generations in private universities and to explore the generational differences in these values. Additionally, it examines the characteristics of work values among employees of different genders, marital statuses, and levels of education.</p> <p><strong>Study Design:</strong> A cross-sectional survey was conducted among faculty members from three private universities in Guangxi, China (N = 332).</p> <p><strong>Place and Duration of Study:</strong> Three private universities in Guangxi, China; between September–December 2025.</p> <p><strong>Methodology:</strong> A questionnaire survey was conducted among 332 lecturers from private universities to examine the characteristics of their work values and to explore generational differences in work values among teachers from different generations.</p> <p><strong>Results:</strong> A total of 332 respondents were included in the analysis. ANOVA results indicated significant generational differences in two dimensions of work values. Specifically, the mean score for comfort and security increased from Generation X (M = 3.745, SD = 0.621) to Generation Y (M = 3.837, SD = 0.560) and Generation Z (M = 3.926, SD = 0.694) (F = 3.180, p = 0.043). Tukey post-hoc analysis showed that Generation Z scored significantly higher than Generation X (p = 0.050). For ability and growth, Generation Y reported the highest score (M = 3.866, SD = 0.839), followed by Generation Z (M = 3.781, SD = 0.838) and Generation X (M = 3.721, SD = 0.731) (F = 3.082, p = 0.047), with a significant difference between Generation X and Generation Y (p = 0.042). No significant generational difference was observed for status and independence (F = 0.403, p = 0.669).</p> <p><strong>Conclusion:</strong> Generation Z reported the highest score in the comfort and security dimension, whereas Generation Y showed the highest score in ability and growth. For the status and independence dimension, Generation Z again recorded the highest mean score.</p> <p>Additionally, gender, marital status, and level of education significantly influence work values. These findings contribute to a deeper understanding of the work value orientations of faculty members from different generational cohorts and provide practical implications for administrators of private universities to formulate more targeted management strategies. However, as this study relies on cross-sectional data, it is unable to capture the dynamic changes in work values across Generation X, Generation Y, and Generation Z over time.</p> Wenyan Yao Wenjun Wan Fengting Liu Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 2026-03-31 2026-03-31 24 4 10 21 10.9734/arjass/2026/v24i4895