The educational model proposed by technical and higher agricultural education differs from that proposed by National Education. After analyzing the evolution of a rather significant module of the relationships with territory in agricultural education, this chapter proposes the concept of territorialized integrative object to go further in the lessons that teachers can offer to young people relying on territorial dynamics, before experimenting it within the framework of a training-support-research mechanism. The first lessons of the training-support-research mechanism show that the more endowed the design process, the more the learning quality of learners allows them to better integrate the problematic world that reaches out to them at the end of their training. The approach proposed around territorialized integrative objects makes it possible to enter into an object's double construction and collective work of an object's construction. Focusing on these aspects is crucial in order to prepare learners.
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