This article aims to better understand how students of French agricultural education position themselves in the face of climate change and get involved in its fight. It is based on a survey carried with 300 students enrolled in the Brevet des Techniciens Supérieurs Agricoles class. A statistical analysis highlights the sensitivity of students to climate change. Then, an econometric modeling examines the determinants of this sensibility. Finally, a qualitative study based on semi-directive interviews makes it possible to characterize the role of students as intermediaries of knowledge and innovative practices. First, the results shown the a priori paradoxical place of digital culture. Indeed, social media plays a negligible role in restructuring students’ beliefs. However, agricultural school is a space for interactive discussions in which opinions on climate change are formed and transformed. Our results also show that territories specifically in rural areas, appear as spaces for innovation because it is potentially the source of new rules and norms of behaviour. This study serves more particularly to examine in what way and how the presence of these students in three contrasting cultural spaces (the social networks, the School and the territories of life) shape their beliefs on the subject and endow them with a power to act