The paper argues for a more reflective, investigative, and critical approach to teacher training, emphasizing the need for future teachers across all subjects to receive appropriate training in heritage education for effective citizenship education. It highlights the crucial role of heritage in addressing current social and environmental issues, promoting participatory and active citizenship. The study aims to analyze the end-of-degree projects of prospective teachers in initial training for Primary and Secondary Education to determine good practices in teaching and learning processes within the social sciences, focusing on heritage education as a tool for citizenship education. The authors posit that a holistic, systemic, symbolic-identity, and social vision of heritage education should replace the traditional didactic model. Therefore, the study examines how future teachers are trained to incorporate this perspective into their teaching practice, considering the interconnection between educational research and innovation. The integration of research findings into actual teaching practice is key for improving education and creating a dynamic feedback loop. Prior research emphasizes the importance of active and participatory methodologies, connecting heritage education with emotional and territorial intelligence, identity formation, and citizenship.

The paper reviews existing literature on heritage education and its role in social science teaching, highlighting its potential for developing socially relevant competencies for active citizenship. It cites studies that define heritage education holistically, advocating for transdisciplinary, participatory, and innovative approaches, contrasting them with the predominant traditional model. The authors mention various works emphasizing the importance of teacher training that links educational research and innovation to improve teaching and learning processes. They reference studies focusing on the interaction between research and educational innovation in teacher training and the relevance of active, dynamic, and participatory methodologies. They also review research highlighting the important capacity of heritage to connect with emotional and territorial intelligence, linking these aspects with identity and citizenship. The literature highlights the need for a revised curriculum focusing on relevant socio-environmental issues, interactive methodologies, and the use of technology as a learning support, emphasizing the development of critical and responsible citizens and the inclusion of various competencies.

This research employs a qualitative methodology, specifically a documentary study, within an interpretive paradigm. The researchers analyzed 38 final-degree projects (both undergraduate and master's level) from prospective Primary and Secondary Education teachers. These projects were selected based on their inclusion within the HETEIC project framework and their focus on heritage education, emotional intelligence, and territorial intelligence in relation to citizenship education. The projects were completed in three different degree programs at the University of Huelva, Spain (Primary Education Degree, Master's Degree in Teacher Training for Secondary Education, and Master's Degree in Research in Science Teaching and Learning). The analysis was guided by a framework of five key categories and their corresponding subcategories and indicators: (I) Why teach heritage? (II) What is taught about heritage? (III) How is it taught? (IV) What relations are established between emotional intelligence and heritage? (V) What relationships are established between territorial intelligence and heritage? These categories guided the systematic and rigorous analysis of the project materials. The analysis involved examining the aims of heritage education, the types of heritage addressed, teaching methodologies, the integration of emotional intelligence, and the incorporation of territorial intelligence. The indicators were structured to move from simpler to more complex or desirable characteristics. These methods have been successfully used in previous research on heritage education and teacher training.

The analysis of 38 final-degree projects revealed that master's-level students were more likely to engage with heritage education than undergraduate students. The study found that the aims of heritage education are often framed within the development of critical citizenship, linked to aspects of emotion, territory, and environmental education. A range of aims was identified, from basic academic approaches to more socio-critical perspectives, with few demonstrating a propagandist objective. The analysis revealed that many projects focused on historical-artistic heritage, with fewer addressing scientific-technological or ethnological heritage. In terms of how heritage is taught, the study observed a tendency to use heritage as a resource rather than an objective or content area. Most projects incorporated technology, with a notable use of video games for heritage teaching. The incorporation of emotional intelligence was generally evident, often focusing on empathy and social responsibility. However, there was less focus on addressing the diversity of cultural identities. The study found that territorial intelligence was the least addressed category, mainly due to the complexity of the concept. The projects primarily focused on a local vision of the landscape, and a more comprehensive approach to interterritoriality and global citizenship was lacking. The study highlights the significant impact of the HETEIC project on shaping the perspectives of future teachers. The research points to the need for greater focus on holistic and symbolic-identitary visions of heritage, ensuring a richer understanding of societies through a more nuanced contextualization of heritage elements and their linked contents.

The findings indicate that while the HETEIC project has positively influenced the training of future teachers by promoting innovative approaches, there remain areas for improvement. The relatively limited focus on identitary multiplicity and territorial intelligence in the projects suggests a need for enhanced emphasis on these concepts during teacher training. The analysis reveals the importance of a nuanced approach to the contextualization of heritage, considering its functional and social dimensions to enhance understanding of past and present societies. The use of diverse resources, particularly video games, demonstrates the potential for enhancing engagement in heritage education. The study suggests that future teacher training programs should strengthen the integration of various perspectives on heritage, emotional intelligence, and territorial intelligence, moving beyond predominantly historical-artistic perspectives and encompassing scientific-technological and ethnological heritage as well. The limitations of the local and small sample size need to be considered. However, the study provides valuable insight into the evolving landscape of teacher training in heritage education.

This study highlights the crucial role of connecting educational research and innovation in the training of teachers for effective heritage-based citizenship education. The analysis of final-degree projects shows the value of innovative teaching approaches and diverse resources. The study emphasizes the importance of integrating holistic and symbolic-identitary visions of heritage, but also points out the need for further development of training programs, particularly regarding territorial intelligence and the incorporation of the diverse perspectives on heritage. Future research could explore the long-term impact of the HETEIC project on teachers' classroom practices and the development of a more comprehensive approach to territorial intelligence in heritage education.

The study's main limitation is the relatively small and local sample size, which might limit the generalizability of the findings to other contexts. The focus on final-degree projects may not fully reflect the complexities of actual classroom practices. Future research could expand the sample to include a broader range of geographical locations and educational settings to enhance the generalizability of the results. Also, a longitudinal study that examines the impact of this training on teachers' classroom practices over time would provide valuable insights.