Résumé
In France seven areas are labeled “UNESCO World Geoparks”: the Haute-Provence national nature reserve, the Luberon massif, the Bauges Mountains, the Chablais Alps, the Ardèche Mountains, the causses du Quercy and the Beaujolais. To obtain the label, the geopark must be able to justify its active participation in school education for sustainable development, which addresses socioenvironmental issues related to the territory and heritage. French geoparks are thus faced with a dual problem of public recognition, sometimes in a context of hyper-patrimonialization, and a demand for deployment to formal educational environments. To open a web page of a site related to a geopark is to immerse yourself in a (geo)graphic environment. The analysis of the statements on the education of the websites of French geoparks according to the different dimensions of a unified educational theory for each territory shows that, beyond the specific territorial features advanced, convergence with education for sustainable school development is preponderant.