Creating a collaborative learning environment is one of the most important school tasks today. It is necessary both to shape the attitudes of prospective teachers and to broaden their methodological knowledge, so that learning based on student activity can be implemented at all levels of education, including in vocational training. This study presents the collaborative learning environment and methods and tasks that are part of a didactic module developed within the framework of an international program. The primary goal is to develop the methodological approach of teachers teaching STEM subjects, and to get to know the characteristics of planning, forms of work and different methods and the possibilities of using them in lessons, not only in theory but also in practice through their own experiences. To complete the module, engineering teacher and technical vocational students are organized into small groups and work on a project assignment over a semester on the topic of student-centered methods. In parallel, they learn and work on other collaborative methods and a variety of tasks on other topics (flipped classroom, cooperative methods, mind mapping, film analysis, etc.) and thus move towards the main theme of the project (learner-centered methods). The groups take full responsibility for the implementation of their projects, which is documented. To track effectiveness, the study identifies pre- and post-trial methodological approaches and knowledge through mixed-method research. The results of follow-up studies so far (qualitative data) show that the project, the flipped classroom and the collaborative learning process have a positive impact on students’teacher awareness, innovation and planning skills. The flipped classroom has attracted a lot of attention and different opinions, so we look at the factors that influence students’ opinions and satisfaction. The results of follow-up studies so far (qualitative data) show that the project, the flipped classroom and the collaborative learning process have a positive impact on students’teacher awareness, innovation and planning skills. Learning embedded in a similar activity is a good way to prepare teacher students to acquire and support the soft skills expected in the labor market, such as collaboration. We recommend that student-centered collaborative and other supportive methods be incorporated into teacher training at the university as part of a separate didactic subject. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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