Abstract:

This study presents an innovative and scalable model for teacher co-design of collaborative learning scenarios, aiming to respond to contemporary educational challenges and support the development of 21st-century skills. The model is proposed as an open and flexible pedagogical framework that enables collaboration among educators and students across different educational levels (K–12), schools and countries. Its primary objective is to empower teachers to collaboratively design and implement innovative, interdisciplinary learning experiences based on contemporary themes (e.g. inclusion, climate change, European identity), fostering student autonomy, active participation, communication and collaboration.

The model is grounded in contemporary pedagogical approaches, including Project-Based Learning, Problem-Based Learning, Collaborative Learning, Inquiry-Based Learning, Constructionism and Experiential Learning. It is structured into 6 interconnected phases: Engagement, Exploration–Analysis–Conclusion, Sharing Results, Collaborative Creation, Problem Solving/Real-World Challenge, and Reflection & (Self)Assessment. A main feature of the model is the co-design process, where teachers collaboratively plan learning scenarios by defining a common overarching theme, explored through distinct subtopics by different student groups, enabling a multifaceted interdisciplinary approach to knowledge construction.

Methodologically, the study follows a design-based research approach, involving the iterative co-design, implementation and evaluation of the model by educators from the same or different schools and/or countries. The model was implemented both at school level addressing the topics of climate change and European identity with students from 6 different classes/ages and at international level -through an eTwinning project- focusing on inclusion, involving 9 teachers from 4 countries. Data were collected through pre- and post-intervention evaluation tools examining students’ knowledge, attitudes, and perceptions, as well as through teacher and student reflections and qualitative feedback.

The findings indicate that the model effectively enhances student engagement and supports the development of communication, collaboration, creativity, critical thinking and metacognitive skills. Students actively participate in inquiry processes, share and discuss their work with peers from different contexts, and collaboratively produce shared outputs, such as digital eBooks, newspapers, comics/fairytales and posters. The structured phases facilitate meaningful participation, while the emphasis on authentic problem-solving strengthens students’ civic responsibility and connects learning with real-world challenges. Teachers reported highly positive perceptions, highlighting the clarity, adaptability and collaborative nature of the model, as well as its contribution to the development of innovative teaching practices.

In conclusion, the proposed model offers a transferable and adaptable framework for collaborative, interdisciplinary and technology-enhanced learning. By promoting teacher co-design and student-centered learning, it supports educators in addressing the evolving demands of education and in designing meaningful learning experiences aligned with 21st-century goals.

Acknowledgement:
The present model was developed within the framework of the Erasmus+ KA122 program “Wind of Pedagogical and Technological Change – WoPaTCh project” (2024-1-EL01-KA122-SCH-000234288).

Keywords:

Teacher Co-Design, Collaborative Learning, Interdisciplinary Learning, Project-Based Learning, 21st-Century Skills, Technology-Enhanced Learning, K–12 Education.