In the macrodidactics of specialized higher education disciplines, a certain direction of curricular integration of the objectives’ contents in terms of transdisciplinarity has been outlined [3, p.27], which ensures the higher-level interpretation of the teaching-learning units. The mesostructure of different transmission style disciplines acts in a progressive way, with modernist thinking and knowledge transfer. During the transcendental changes and transformations, it leads to the transversality of specialized professional skills in the field, the discipline knowledge and the deep knowledge about the disciplines, the pedagogical teaching of the learning units in methodological, scientific aspects and of the transversality of the specific professional skills.