This study analyzes end-of-degree projects by prospective Primary and Secondary Education teachers to identify good practices in heritage-based citizenship education. Using a qualitative methodology and documentary study, the research examines the materials produced by these teachers, focusing on key categories: reasons for teaching heritage; heritage content; teaching methodologies; the relationship between emotional intelligence and heritage; and the relationship between territorial intelligence and heritage. The study emphasizes the connection between educational research and innovation in teacher training, highlighting the links between heritage, citizenship education, and emotional and territorial intelligence. However, it also reveals the need for a more comprehensive approach to territorial intelligence, involving citizens in shared heritage management.

José María Cuenca-López, Myriam J. Martín-Cáceres, Jesús Estepa-Giménez