Development studies have evolved in the course of history. An example of this is the transformations experienced by societies and specifically by rural territories, which have themselves faced the need of adopting structural changes generated by the globalization process. In this scenario, at the rural level intelligent territories have begun to be built, which –based on knowledge production, human resource training, and the construction of cooperation networks– have promoted the transformation and diversification of its productive, organizational, social, institutional, cultural and environmental structure. This article aims to analyze the main theoretical foundations that underpin the construction of smart territories at the rural level. The methodology was based on the review of specialized literature regarding development, territory, rurality, and innovation and knowledge as researching lines. The main findings show that smart territories are the result of the construction of cooperation networks for the production, transfer, and application of knowledge, as well as investment in education and training of human resources. Such aspects underline the role of higher education institutions in aspects such as competent professional training and in the production of relevant knowledge, as well as in leading the cooperation process for territorial development. Thus, it is necessary a curricular rethinking of the university programs associated with rural territorial development, so that extension begins to be conceived as a function-oriented towards the creation of institutional networks that support the production of the knowledge required to promote territorial rural development, as well as the professional training in such field.
