## 1 Introduction  
Copernicus is the European Union's Earth observation program, designed to systematically collect data about our planet and its environment in a free and open-access manner. Started in 1998 by the European Commission (EC) and the European Space Agency (ESA), it is made up of dedicated satellites called Sentinels, in situ sensors, and information services to monitor the Earth's surface, atmosphere, and oceans to support environmental protection, climate monitoring, and the assessment and management of natural disasters [1]. By providing high-quality, timely data, Copernicus aims to enhance decision-making processes, foster sustainable development, and improve the overall quality of life not only for the European Union but the world [2, 3]. To maximize the impact of data from Copernicus, various capacity-building and user uptake strategies have been implemented. The Copernicus Relays and the Copernicus Academy Network, for example, bridge e-skills and data use, promoting the usage of open space data and cooperation in research among universities and organizations [4]. Similarly,training workshops, both on-site and online, offer hands-on experience, while academic programs integrate Copernicus's content [5; 6]. Technical assistance provides ongoing support, and resources such as manuals and online platforms centralize the training materials. Pilot projects and demonstrations showcase practical applications of open Earth observations for achieving the sustainable development goals (SDGs) in different fields, encouraging the adoption and refinement of methodologies [7; 8]. These initiatives aim to equip stakeholders, including researchers, policymakers, and industry professionals, with the necessary skills to effectively utilize data and services from Copernicus. While building capacity can increase user uptake by equipping users with the necessary skills, technical barriers such as limited access to technology, inadequate infrastructure, and a lack of technical expertise can hinder their successful implementation [9]. Addressing these barriers requires targeted interventions that develop human resources, strengthen institutional frameworks within local systems of government, and enhance the policy environment [10]. Therefore, building capacity extends beyond training activities to include comprehensive efforts aimed at developing competencies in geoinformatics [11]. Nevertheless, the implementation of training activities provides valuable insights and best practices in remote sensing education and the usage of spatial data, even in challenging scenarios where limited data access and availability are significant constraints [12]. The tropical Andes, a region characterized by its unique biodiversity and significant ecological importance, presents a critical area for applying remote sensing and geospatial technologies. This region faces numerous environmental challenges such as deforestation, land degradation, and the impacts of climate change [13; 14; 15], as well as issues derived from territorial security and concerns about illegal activities [16; 17]. These challenges necessitate the use of advanced monitoring, open data, and analysis tools provided by programs like Copernicus. However, demonstrating its capabilities and uses is not straightforward, and its inherent complexity requires that the target training groups possess some level of experience in remote sensing, geographic information systems (GIS), environmental modeling, risk management, and climate change science. While different approaches exist for strengthening capabilities in geoinformatics, with differentiated benefits and limitations, bringing experts to provide advanced training in specialized workshops is a common approach and probably the most efficient [18].