02067nas a2200181   4500000000100000000000100001008004100002653003500043653002200078653002400100653002200124100002300146700002200169245014100191856014800332490000700480520139800487                                       d10acritical citizenship education10acritical thinking10aintangible heritage10aPrimary education1 aY. Pérez-Guilarte1 aR. García-Morís00aThe Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85169083724&doi=10.3390%2feducsci13080801&partnerID=40&md5=90c4d8660195b8701229b1a468b4910a0 v133 aHeritage plays a significant role in understanding historical societies, particularly intangible heritage, as a legacy kept “alive” solely by the action of communities. Therefore, it holds great education potential in the context of critical citizenship education. This action research aims to investigate the perceptions of primary education teachers about intangible heritage and its didactic potential in critical citizenship education. In addition, this paper analyses the changes and continuities that occur in student teachers’ perceptions after carrying out a didactic project focused on relevant social problems linked to the Way of Saint James. This case study is proposed for primary teachers in initial training at the University of A Coruña (Galicia, Spain). The study was conducted during three academic years (2020–2023), with the participation of 160 student teachers. The questionnaire, the interview, and the focus group were used as research instruments. Students learned to give more importance to understanding intangible heritage and reconsidered it as an educational resource for critical citizenship education. However, many aspects of a traditional heritage education remain, where what matters is to respect and care for what is inherited without questioning its current value or its suitability for transmission to future generations. © 2023 by the authors.