Indigenous languages have played a crucial role in shaping global diversity and preserving knowledge, yet they are increasingly endangered due to globalization, urbanization, and cultural assimilation. The present study examines the perceptions of 11 university students from various academic programs at a Mexican university regarding indigenous languages of their country, using group discussion as a qualitative method. The theoretical framework is grounded in cultural anthropology, linguistics, and education theory, incorporating Paulo Freire’s critical pedagogy to highlight the transformative potential of education in addressing the obstacles faced by these languages. Freire’s ideas are focused on dialogue, critical thinking, and empowerment, encouraging students to reflect on their experiences and engage with social issues. This theoretical model influenced the interpretation of the study findings by providing a lens through which the participants’ initial resistance to learning indigenous languages was understood as stemming from a lack of self-determination and perceived practical limitations. However, during the discussion, the students realized the cultural and historical significance of these languages in fostering national identity, comprehending Mexican history, and broadening perspectives on the development of their country. Freire’s critical pedagogy helped to define this shift as a process of conscientization, through which the young people developed greater awareness of the role the indigenous languages play in defending Mexico’s linguistic and cultural wealth. The research emphasizes the importance of integrating the learning of indigenous languages into university curricula to create broader academic and professional opportunities for students.