This proposal presents a pedagogical approach in which context effects are used in the teaching of environmental sciences. Within the project «Educational Technology for Contextual Teaching TEEC» - Technologies Éducatives pour l'Enseignement en Contexte – https://teec.teluq.ca/en/), this pedagogy has been tested at an international level. The principle of this teaching practice is based on the fact that students conduct a collaborative inquiry in two different contexts. The working topics cover a wide variety of environmental concerns -in terms of biodiversity, renewable energies (geothermal) and in the agriculture sector (sugarcane, banana). This approach consists of selecting opposed natural contexts and multiplying the situations of collaboration between students in order to create a number of moments when context effects emerge. The modalities of these collaborations will be presented in relation with the underlying educational principles. These collaborations are strongly grounded in authentic and in-situ research situations (King, Winner & Ginns, 2011) as well as in educational technologies which use collaborative workspaces, different forms of videoconferencing, but also contextualized scriptwriting tools. This innovation has been tested in several environmental setting in a design-based research approach (Sandoval & Bell, 2004) in order to develop a context gap calculator. The model used could be presented and tested with different Caribbean countries.