Yemini, Engel and Ben Simon position place not as the backdrop of learning but as one of its constitutive materials. Their review defines place-based education through the connection between learning processes and the physical, cultural, ecological and social environments in which learners are situated. The iconic move is to replace abstract context with lived locality: knowledge is produced through attention to meanings, experiences, communities and environmental relations that exceed classroom boundaries. Methodologically, place-based education turns the learner into an investigator of the environments in which everyday life unfolds, encouraging comparison between ecological, cultural, political and economic layers. The review also stresses that place carries intergenerational knowledge and systems of mutual support, so locality cannot be reduced to coordinates or scenery. Its wider contribution is to reconnect pedagogy with civic and environmental agency. Learning becomes a practice of situated interpretation capable of revealing how apparently ordinary environments contain social histories, ecological dependencies and contested forms of belonging.