<p>Integrating geological heritage education within a framework of sustainable development, through a transversal and interdisciplinary approach, has become a global priority closely linked to educational practices. This study focuses on geological heritage education in Morocco by utilising disciplinary knowledge in earth sciences taught at the secondary school level. Its primary objective is to analyse the content of school textbooks to evaluate how Moroccan volcanic geological heritage is addressed. Additionally, it examines the conceptions of future Life and Earth Sciences teachers on this heritage. Finally, the study aims to formulate recommendations and propose avenues for reflection to ensure the effective implementation of this approach. Our survey results indicate that school textbooks and the educational system have a significantly limited contribution to the education of local and national volcanic heritage. Additionally, this heritage appears to be largely unknown to both students and future teachers. To effectively integrate geological heritage as a key component of Education for Sustainable Development, it is essential to adopt an integrated and practical approach. This approach should include curriculum revisions, textbooks updates, improvements in teaching practices, teacher training, and robust evaluation methods. Evaluations should measure the impact of educational initiatives on learners’ understanding and behaviours regarding geological heritage and sustainable development so as to adapt strategies accordingly.</p>