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‪Multiple reforms have recently affected the French primary teacher training system. At the heart of these is the increasing institutional use of various meanings of the notion of “learning territories”. However, an analysis of institutional texts and scientific interface publications relating to the learning territories reveals a lack of consensus regarding its definition and the conditions necessary for its construction and development. Therefore, this review proposes to account for the increase in the institutional mobilisation of the learning territory and its various meanings. To this end, a review of its use in European Union and national education texts relating to teacher training is presented. This raises the question of whether the concept of the learning territory, as used in this way, originates only in political language or whether it has been borrowed from one or more research fields. In response, an analysis of the reviewed scientific publications enables us to characterise the structure of a field of research and to detail the circumstances favouring its emergence. The constituent conditions on which there is consensus in the literature are formalised. In conclusion, given the grey areas in the literature, three avenues for future research are put forward.‪