The specificity of territorial needs in terms of professionalisation constitutes a challenge for vocational and continuing training throughout Europe. The specificities of the territories are indeed more than ever a determining factor for the organisation and deployment of training actions in the context of  societal changes leading to transformations in the relationship to training. In particular, the implementation of training is now aimed 'less at guaranteeing prerogatives dictated by national guidelines and defending margins of manoeuvre and local autonomy' than at 'accompanying transitions and the capacity of territories to adapt to major ecological, economic and digital changes' in these contexts and for different sectors of activity (Lebreton, 2013; Besson and Brouillard, 2018; Landel and Vigné, 2021; Chaze et alii., 2021).

Although the adaptive challenge posed by territorial characteristics has long been understood by a number of structures (public and private, secondary and higher education) in charge of vocational training, agricultural training in sparsely populated areas being a notable example (Guerrier, 2014), the fact remains that the production of scientific results likely to specifically guide the training engineering approach is not available when the question arises of training modalities adapted to remote areas, where actors are faced with organisational constraints limiting their ability to reach regional agglomerations for training. This global problem is particularly sensitive in the field of health training (Dywili et al., 2012; Rourke, 2010) and the challenges are nothing less than exacerbated by the increasing use of digital tools, the increased isolation that this use may imply in terms of training resources in rural or remote communities, and the failure to take into account territorial specificities (Correa & Pavez, 2016; Spiers & Harris, 2015; Townsend et al., 2013). 
The lack of academic production is also all the more significant when it comes to training courses that are emerging at the same time, such as medico-technical training to promote home care for people losing their autonomy.

The ACSADOM project was born in this scientific and societal context, with the support of the Occitanie Region, 90% of whose territory is considered rural according to a criterion of population density per spatial unit, and with the objective of improving, through research and development, the adequacy of medical-technical training systems in rural areas. The communication presents the way in which the research team has operationalised a selection of sub-sets within this space. In doing so, the research aims to produce a result, to support training engineering and to contribute to the improvement of knowledge in the face of the questioning raised by the diversity of ways in which the literature tends to construct rurality, a diversity which, by the same token, refers to different ways of questioning its heterogeneity (Blanc 1997).

A geographical mapping approach was implemented in the line of the work of Chaze and alii (Chaze M., Langlois E., Meriade L. and Rochette C., 2021). The team selected representative indicators of differentiation of rurality in Occitania by taking into consideration both population density (i.e. communal density), the strength of urban attraction, spatial characteristics and the political-administrative units to which they belong (i.e. the department, as a geographical division and territorial authority). The approach thus articulates a gravitational model of attractiveness, i.e. the pattern of a centre-periphery gradient from urban centres to the most isolated communes, and zoning criteria which often outline particular spatial structures and organisations (Kaddouri L., 2004). All the data used are public data (INSEE and Occitanie Region).

In order to determine the existence of a possible structuring of the sample, a multi-referential analysis was carried out with the REINERT method made possible with Pierre Ratinaud's IRAMUTEQ software (2014). The analysis brings out six profiles of territories highlighting that the production of results can take place well upstream of the data collection. This approach leads us to the hypothesis of a distinct training modality for each type of territory.

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