This study is a research based on asking students questions and the conceptual framework developed by Houssaye (2000). The integration of a fourth pole into the Houssaye's pedagogical triangle (2000), as well as the survey carried out with 322 students, allowed us to develop a tetrahedron designed to improve teaching, learning, and digital equity in the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The tetrahedron is called tetrahedron Cyber DiPL with Di for Didactic, P for Pedagogy, L for Learning. The pole, as a device cyber including digital inclusion, is an opportunity to use Information and Communication Technologies (ICTs). According to knowledge types: know-how (Kh), knowledge practice (Kp), and theoretical knowledge, learned or scientific knowledge (Tk), tetrahedron Cyber DiPL includes Cyber DiPL to do, Cyber DiPL to practice, and Cyber DiPL to differentiate.