The university degree offered to Social Careers students in France requires them to be aware of the notion of territory. The recent reform of this diploma has not sought to achieve a strictly standardized definition of the teaching of this notion. But neither did it give teachers the time to discuss their teaching practices, let alone participate in the development of this reform, whether at local or national level. This result opens up a wide range of more or less speculative avenues for discussion, given the scarcity of work on this issue in the social and socio-cultural animation branch of the Social Careers option of the University Bachelor of Technology. Avoiding any prescriptive perspective on the concept of territory in this curriculum of higher education, the author offers his students one possible source of inspiration in their construction of this notion. In view of the way in which, each year, certain students manage to enhance their conception of the interest of this source of inspiration, this experience gives hope for the development of work that will improve the possibilities of geographical comparisons of curricula in higher education.