Andean and Amazonian worldviews in the initial training of Social Sciences teachers at the Mariscal Sucre Higher Teacher Training School

Introduction: The integration of Andean and Amazonian worldviews into initial teacher education represents a challenge for educational systems seeking to articulate interculturality, territory, and epistemological plurality. Objective: To analyze the current state of such integration among Social Sciences students and teachers at the Mariscal Sucre Higher Teacher Training School. Methods: A mixed-methods, non-experimental, cross-sectional, descriptive design was used. Participants included 45 students and 6 teachers selected through intentional non-probability sampling. Data were collected through a questionnaire, semi-structured interviews, and documentary analysis; the instruments underwent content validation by five experts. Quantitative data were analyzed using frequencies and percentages, while qualitative information was organized through thematic categories and triangulation. Results: Among students, 86.7% considered the integration of these worldviews important for their future teaching practice, 84.4% valued the systematization of community knowledge, and 73.3% recognized the potential of territory-based pedagogy; however, 37.8% identified traditional lectures as a frequently used strategy. Teacher interviews confirmed favorable perceptions while identifying limitations related to time, materials, and methodological strategies. Conclusions: The findings indicate a strong conceptual and attitudinal foundation, but pedagogical integration remains uneven and requires stronger community-based and territorially contextualized learning experiences.