Agroecological transition is knowledge-intensive. Numerous research and development works have shown that training was one of the major limiting factors to this transition. Putting agroecology into training and education is an exciting and difficult challenge: this requires that training encompasses multidisciplinarity, on the basis of unstabilized and hybridized knowledge, with a systemic approach, in order to relate ecological technical and social issues, local and generic knowledge. The results of recent projects (ANR PEPITES, PAMPA Formation, PARMI) showed that the construction and use of digital learning resources is a very interesting way to overcome these difficulties.