This paper explores the development of a triadic educational model that incorporates “Support Structures” as a third component, alongside the traditional two-way teacher-learner interaction, to reimagine learning in higher education institutions (HEIs). Anchored in constructivist theories, the model emphasizes the interchangeability of roles between learners, facilitators, and support structures, fostering dynamic and multidirectional learning environments. The research investigates how this model aligns with future megatrends—social, environmental, and economic-technological—that shape education policy and practice. The study draws on outcomes from a workshop with HEI stakeholders and a student-led activity at the American University in Cairo. Participants co-designed future learning scenarios, exploring the application of support structures within curricula and learning spaces. Thematic analysis identified four key categories of support structures: technology (e.g., AI, VR/AR tools), spaces (e.g., flexible learning environments), community engagement (e.g., partnerships with local and global stakeholders), and governance (e.g., policies, and administrative support). Findings suggest that support structures enhance adaptability, inclusivity, and sustainability in education, enabling hyperflexibility and role interchangeability within the triadic model. The proposed framework highlights the critical role of technology, collaborative spaces, and community partnerships in advancing Education for Sustainable Development (ESD). This research contributes to the theoretical and practical understanding of future-oriented educational design, offering recommendations for tailoring the model to diverse contexts and encouraging further exploration of its potential across varied learning scenarios.