A significant gap exists between technical training and the psycho-social development of young football players in their transition to the professional level in Iran. This study aims to bridge this gap by proposing a localized model grounded in the *cooperative learning cycle* and *social learning environments*. A sequential exploratory mixed-methods design was employed. In the qualitative phase, thematic analysis of interviews with 13 football experts identified five fundamental dimensions: structured cooperative learning, social learning and mentoring, progressive competitive pathways, data-driven multidimensional assessment, and professionalism. In the quantitative phase, a quasi-experimental 2×2 design involving 72 male footballers aged 16–22 was implemented across four groups (cooperative learning, social learning, combined, and control). Repeated-measures ANOVA results indicated that the combined group (CL+SE) achieved the greatest improvements in technical-tactical performance (+25%), sport self-efficacy, and psychological safety compared to the control group. Furthermore, professional indicators—such as invitations to senior team training, increased minutes in reserve-team matches, and consistent attendance—showed significant enhancement. Findings revealed that integrating cooperative learning cycles with social learning environments not only strengthens technical skill acquisition but also fosters self-regulation and intrinsic motivation. The proposed model offers a practical framework for Iranian football academies to facilitate the scientific, gradual, and data-driven transition of young players from youth to professional levels.