Students enrolled in higher pedagogical education require continuous and structured support in both the learning process and in the implementation of sustainable assessment practices. Beyond the acquisition of theoretical knowledge, they are increasingly expected to engage in reflective, transdisciplinary applications that respond to the complexity of contemporary educational contexts. In this regard, the development of transversal competencies, critical thinking, and metacognitive strategies becomes essential for future educators.

A review of the specialized literature reveals a significant limitation in the prevalence and depth of longitudinal research designs. Existing studies tend to focus on short-term outcomes and are largely confined to evaluating the impact of specific interventions within the boundaries of a particular course or academic module. As such, there is insufficient empirical evidence on the sustained effects of pedagogical approaches across extended learning trajectories or study programs.

Moreover, current research disproportionately emphasizes students' perceptions of learning, often neglecting the analysis of their actual capacity to transfer knowledge across disciplines, to collaborate meaningfully, and to engage in the co-construction of knowledge. The processes of integrating diverse perspectives, sharing experiences, and promoting cross-disciplinary thinking remain underexplored within psychopedagogical frameworks. Similarly, competencies that transcend disciplinary boundaries—such as adaptability, epistemic flexibility, and the ability to operate within multifaceted educational environments—have not yet been sufficiently examined or supported through targeted educational policies.

In response to these gaps, the present paper proposes a conceptual and methodological framework for future research, situated at the intersection of three pedagogical paradigms: Circular Pedagogy, Functional Didactics, and Metacognitive Education. These axes offer a robust foundation for rethinking the design and implementation of teacher education programs. The paper outlines a series of integrated research themes and sub-themes, alongside specific objectives and guiding questions aimed at informing curricular innovation.

Ultimately, the proposed research directions aim to advance both the theoretical understanding and practical implementation of sustainable learning and teaching models in higher pedagogical education. They also seek to contribute to the development of coherent and evidence-based educational policies that foster resilience, creativity, and interconnectivity in future teaching professionals.

Keywords: Circular Pedagogy, Functional Didactics, Metacognitive Education.