Mathematical modeling is a fundamental skill in higher education, particularly in fields such as engineering, economics, and applied sciences. However, many students enter university lacking the necessary competencies to engage in complex modeling tasks. This paper argues that the development of mathematical modeling proficiency should begin in primary education, where foundational skills such as abstraction, reasoning, and problem-solving are first cultivated.

From a conceptual perspective, this study explores the theoretical underpinnings of early mathematical modeling and its role in preparing students for advanced applications in higher education. Drawing on Realistic Mathematics Education (Freudenthal), Problem-Based Learning (PBL), and the Modeling Cycle (Blum & Leiß), we propose a framework for integrating modeling activities across educational levels. We emphasize how primary school mathematics can lay the groundwork for higher-order modeling skills by fostering early engagement with real-world problem-solving, pattern recognition, and mathematical reasoning.

Furthermore, we discuss the challenges of implementing modeling in early education, including curriculum constraints, teacher preparedness, and the need for structured progression from primary to university-level mathematics. The paper concludes by offering recommendations for curriculum alignment, teacher training, and pedagogical strategies to create a seamless transition in mathematical modeling education.

By providing a structured conceptual framework, this study contributes to the ongoing discourse on mathematics curriculum design and educational policy, highlighting the need for a systematic approach to mathematical modeling education from early childhood to higher education.

Keywords: Mathematical Modeling, Primary Education, Higher Education, Conceptual Framework, Realistic Mathematics Education, Curriculum Progression.