The aim of this work is to promote outdoor activities to bring students closer to the
environment and the biodiversity of their surroundings. In this sense, educational itineraries are a
very good educational resource that promotes skills developing (scientific, cartographic, educational,
etc.) which are necessary for the appropriate design of teaching proposals. The present study is carried
out with the prospective primary teachers from the Universities of Sevilla and Huelva (Spain). Firstly,
the purpose is to analyse what type of educational itineraries they can design after an outdoor activity.
Secondly, a rubric is validated as an instrument of analysis and evaluation immersed in a qualitative
methodology. The results show what kind of itineraries are designed, and what knowledge and
conceptual difficulties the students display. Most of them do not recognize the minimal of elements
making up the itineraries, and have difficulties in understanding the environment as a complex
system. In summary, we think that the students’ lacking of knowledge about the environment and
its biodiversity, the poor geographic-cartographic competencies that they have, together with their
maintenance of traditional conceptions of teaching, do not allow them to design proposals of interest
for teaching-learning processes.