This study shows the potential of collaborative mapping as a pedagogical tool for cultivating spatial citizenship competencies among young students from peripheral urban spaces in Ecuador. Building on theories of spatial citizenship, the study postulates that an understanding and critical collaborative analysis of socio-spatial dynamics foster responsible spatial citizenship. Adopting an experimental approach, the study engaged 18 student groups in a 6-week collaborative mapping exercise, harnessing tools such as Google Maps, recyclable materials, chart paper, markers, and paint. Initial findings revealed a pronounced lack of spatial citizenship competencies and political apathy among students. Post-mapping, students exhibited an enhanced understanding of their community's spatial characteristics, notable locations, and potential improvements. Intriguingly, the activity sparked a renewed interest in political debates among the students and fostered a sense of ownership and responsibility towards their community. Additionally, it facilitated the identification of unregistered sites on Google Maps, thus developing their locational sense and exposing previously unseen urban dynamics. The study concludes that collaborative mapping can enhance students' spatial citizenship competencies, encouraging them to play a more active role in their community's development. The study's findings have far-reaching implications for pedagogical approaches in social sciences and information gathering for municipal planning and territorial transformations.