Objective.

This study aims to present research results on the need for intercultural professional training in university teaching in colonization contexts from the voices of teachers. The goal is to promote the development of appropriate training plans and teaching strategies among those responsible for training new professionals.

Method.

This qualitative study is of a descriptive nature. It involves nine university academics who participated in semi-directed interviews to reveal their needs, focus areas, and desired contents for intercultural professional training. Content analysis techniques were employed.

Results.

The study showed that teachers who train new professionals need a broad knowledge of interculturality at a theoretical, methodological, and practical level, which enables them to redefine professional training from an intercultural educational approach.

Discussion.

The study emphasizes the urgency of transitioning vocational training to an intercultural perspective, which can serve as a tool for change and innovation in transforming and improving indigenous and intercultural social and educational contexts. It also highlights the need to explore gaps in intercultural professional training and how professional identity is constructed.