This paper analyzes the perceptions of heritage in future secondary education teachers at three Spanish universities (Malaga, Almeria, and Murcia), with a total sample of 112 participants. It combines a quantitative study using a Likert scale questionnaire, with a qualitative one, by means of open questions. Trainee teachers highly value tangible and intangible heritage for teaching history, showing interest in local history, museums, and new technologies—resources underutilized in Spanish secondary education. The study reveals a gap between their past learning experiences and their desired teaching methodologies, emphasizing the need to promote student-centered learning and the acquisition of skills and civic values.

María del Mar Felices-De la Fuente, Álvaro Chaparro-Sainz, Raimundo A. Rodríguez-Pérez