This paper analyzes the implementation of the Landscape and Sustainability (L&S) subject in Galician secondary schools. The study investigates whether teachers, lacking specific training in Place-Based Education and Heritage Education, effectively integrate these approaches. Using qualitative methodology (participant observation, interviews, questionnaires), the research examines teaching practices, teacher conceptions, and student reflections. Results indicate teachers utilized Place-Based and Heritage Education but lacked a holistic approach due to insufficient training. Students generally valued the methodology and gained socio-critical consciousness.

Tania Riveiro-Rodríguez, Andrés Domínguez-Almansa, Ramón López Facal, Tomás Izquierdo Rus