Supporting change is the main focus of the educational workshops at the heart of urban planning teaching. At a time when the context of ecological transition calls for greater integration of practices linked to urban planning, these workshops provide an educational opportunity to experience the meeting of several practices and their methods.Our contribution is based on multi-disciplinary teaching experiences carried out in conjunction with research projects combining research, action and training (RECIOP 2022, Re-Créon 2023). It proposes to examine the conditions for inter-professional dialogue through the different ways of building a project and moving from knowledge to action. One of the hypotheses developed in the RECIOP research project was that project activity linked to the implementation of public policies involves a narrative (Stone 1989, Boutinet 2010), the construction of which can be interpreted using tools from the literature.Our contribution aims to shed light on the structure of narrative constructs in four disciplines: urban planning, architecture, cultural engineering and ecology involved in joint project workshops in a rural context. It will establish a typology of causal relationships between the construction of knowledge, the nature of the knowledge (on socio-spatial phenomena, on public action, etc.), the formulation of the problem and the proposals for action. The aim of this contribution is therefore to shed light on and discuss the ways in which urban planning projects are taught and the methodological issues raised by multidisciplinary dialogue.Read less <