Balancing teaching national, regional, and foreign languages presents a challenge for higher education, illustrated by the use of hypertext for multilingual communication. This study investigates the correlation between proficiency in multilingualism and cultural awareness among higher education students. Embedded mixed methods design explores the relationship between multilingualism and cultural awareness quantitatively and qualitatively in higher education in Indonesia. Participants are from various universities in Indonesia, including the State University of Makassar, the State University of Jakarta, the State University of Surabaya, Palangka Raya State Islamic Institute, Timor University, and the University of Northern Sumatra, and they have diverse ethnic and linguistic backgrounds. The questionnaire distributed via Google Form passed validity and reliability tests. The quantitative research used Pearson's r analysis of the relationship between multilingualism learning and cultural awareness. In the qualitative strand, thematic analysis investigates cultural awareness-based multilingualism learning strategies. The research findings reinforce the positive and significant relationship between multilingual learning and cultural awareness, suggesting multilingual competence not only enhances cultural knowledge and participation in cultural practices but deepens understanding of the socio-cultural context and strengthens capacity and positive attitudes towards cultural learning. The study aids practitioners in developing inclusive learning strategies and provides policymakers with empirical evidence for crafting policies to empower multicultural communities.