The value of landscape, as part of collective heritage, can be acquired by GIS due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies in order to collect, process, analyze, interpret, visualize and communicate geographic information is being increased by undergraduate and graduate students, but in particular by those who are training to become geography teachers at secondary education. This training can be carried out through personalized learning and distance learning methodology. Personalized GIS education aims to integrate students and enhance their understanding of landscape. Some teaching experiences are shown whereby opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn landscape as a diversity of elements but also the complexity of physical and human factors involved. Several conclusions will be highlighted: i) the contribution of geospatial training to education for sustainable development; ii) spatial analysis as a mean of skills acquisition about measures for landscape conservation; iii) expanding and applying acquired knowledge to other geographic spaces and different landscapes.