This study analyzes the educational and scientific potential of paleogeographic reconstruction as a contextualized geoscience teaching tool within the UNESCO Global Geopark of M’Goun (Central High Atlas, Morocco). It addresses a major limitation of Moroccan geology curricula, which mainly rely on generalized paleogeographic models disconnected from local geological realities and field evidence. The Ouaouizaght sector, characterized by a continuous Jurassic–Cretaceous sedimentary succession and well-preserved Middle Liassic facies, was selected as a representative case study for developing an integrated field-based educational framework. The methodological approach combines cartographic analysis, geological field observations, structural interpretation, and GIS-based spatial synthesis. Field investigations conducted along a northwest–southeast transect enabled the characterization of carbonate platform, slope, and distal hemipelagic environments. Meanwhile, they identified tectonic controls influencing facies organization and basin geometry. The integration of lithostratigraphic, paleoenvironmental, and structural data led to the reconstruction of a coherent paleogeographic model for the western edge of the Central High Atlas during the Middle Liassic. The main target audience of this research is Life and Earth Sciences (LES) teachers, both in initial training and continuing professional development, and indirectly secondary school students. This study highlighted the pedagogical value of combining fieldwork, spatial reasoning, and geological interpretation to support inquiry-based and contextualized geoscience education.