This research examines the links and the interactions between teaching/learning spaces, pedagogical practices, and student activities, an area that remains underexplored. It highlights, through a morning spent outdoors, the contribution of the environment to enriching the didactic context. By adopting an interdisciplinary approach that integrates geography, land use planning, and educational sciences, our analysis shows that the analysis of the didactic environment is enhanced by considering its spatial dimensions. Our discussion emphasizes the pedagogical implications of this approach, particularly the freedom of movement afforded to students, the benefits for social and collaborative skills, and its alignment with contemporary educational objectives. This research opens new perspectives for rethinking pedagogical practices by emphasizing interaction with the environment.

This research examines the links and the interactions between teaching/learning spaces, pedagogical practices, and student activities, an area that remains underexplored. It highlights, through a morning spent outdoors, the contribution of the environment to enriching the didactic context. By adopting an interdisciplinary approach that integrates geography, land use planning, and educational sciences, our analysis shows that the analysis of the didactic environment is enhanced by considering its spatial dimensions. Our discussion emphasizes the pedagogical implications of this approach, particularly the freedom of movement afforded to students, the benefits for social and collaborative skills, and its alignment with contemporary educational objectives. This research opens new perspectives for rethinking pedagogical practices by emphasizing interaction with the environment.