This work posits that the study of space, territory, and the various locations subject to processes of heritage appropriation should be part of the initial teacher training. It advocates for the use of Geographic Information Systems (GIS), which enable the incorporation of new innovative elements in the teaching of social sciences. GIS no longer requires complex technical training, so pre-service teachers can learn to use them without great difficulty. Therefore, two complementary options are proposed: training teachers in the necessary skills to use software and data, and training them to develop didactic approaches that integrate technical learning and environmental research. From this perspective, three fundamental questions are raised: (i) Technical learning can and should evolve on various levels; (ii) Technical training can only be considered (in combination) with knowledge of the subject being analysed; and (iii) The learning teachers acquire in training will be transferred to new educational scenarios, using GIS as a reference.