<![CDATA[Indigenous wisdom offers culturally grounded resources for teaching economic concepts, yet teacher education curricula rarely prepare prospective teachers to use it. Research on pre-service teachers' readiness to integrate indigenous knowledge has concentrated on science, language and primary education, leaving economics teacher preparation largely unexamined. This study examined how prospective economics teachers understand indigenous wisdom and how ready they are to integrate Sundanese practices, namely Seren Taun, gotong royong and silih asah–asih–asuh, into economics learning. A descriptive survey with a qualitative strand was conducted with 44 pre-service economics teachers at Universitas Kuningan, Indonesia. A 13-item questionnaire combining Likert-scale, multiple-choice and open-ended items was analyzed with descriptive statistics and thematic coding. Most participants (72.7%) reached high or very high understanding, and the mean score was 73.5%. Attitudinal items received the strongest support (85–92%), whereas items requiring pedagogical reasoning scored lowest (78–82%). Qualitative responses showed that participants valued indigenous wisdom as a cultural identity resource but were uncertain how to teach it. Prospective economics teachers are well disposed toward indigenous wisdom but need structured preparation, such as multiliteracy-based coursework and community partnerships, to turn this disposition into classroom practice.]]>
