This study analyzes an interdisciplinary pedagogical experience integrating technology, sustainability, and territorial learning through active methodologies. The objective is to interpret this experience within the Cesar Sosa Cognitive Framework Series (CS-CFS), which frames learning as a complex, non-linear process emerging from the interaction between cognitive, environmental, and technological systems. The research is based on an external evaluative analysis of a project involving primary school students engaged in the design and production of a biodegradable 3D-printed device to protect native plants. The methodological approach combines project-based learning, flipped classroom strategies, and collaborative practices within real-world territorial contexts. The results demonstrate that the integration of digital fabrication and environmental problem-solving fosters cognitive complexity, critical thinking, and participatory learning. This study contributes to educational innovation by articulating active methodologies with a non-deterministic epistemological framework.
V. G. CESAR SOSA (Mon,) studied this question.