Introduction:
In an increasingly complex and interconnected world, higher education must equip students not only with disciplinary expertise but also with essential generic skills such as collaboration, communication, and problem-solving. Despite their recognized importance, these skills are often not systematically integrated into university curricula. To address this gap, a digital knowledge module on collaboration was developed and implemented at a Swedish university. This initiative aims to provide students with both theoretical understanding and practical tools for effective collaboration, while also supporting educators in embedding these competencies into their teaching. The purpose of this paper is to explore the impact of the collaboration module, from the perspective of teachers and students.

Methodology:
The study employed a mixed-methods approach to evaluate the perceived relevance and value of the collaboration module from the perspectives of both students and teachers. The module, delivered via the university’s e-learning platform, is a two-day self-study course structured into four sections: Why, What, How, and Value. It was co-created through interdisciplinary collaboration involving faculty, students, and external partners.
Qualitative data were collected through semi-structured interviews with six teachers who had integrated the module into their courses. The interviews explored their views on collaboration, the module’s practical use, and its perceived impact. Quantitative data were gathered via a digital survey distributed to 280 students, with a 42.5% response rate. The survey included both open-ended and Likert-scale questions assessing students’ experiences and learning outcomes related to the module.

Results:
Students rated the module highly, particularly in terms of its relevance to their future professional lives. The overall mean score for the module was 3.48 out of 4, with the highest-rated aspect being its applicability to working life. Students reported significant gains in understanding the importance of collaboration, practical steps for implementation, and its societal value. The module also supported the development of 21st-century skills, especially in areas such as flexibility, relationship-building, and collaboration.
Teachers emphasized the module’s role in preparing students for real-world challenges, enhancing their professionalism, and fostering democratic and civic engagement. They also highlighted its value in reducing their own workload, providing a reliable and up-to-date resource on collaboration, and aligning with institutional goals. On an organizational level, the module was seen as a unifying tool that clarified the university’s stance on collaboration and supported long-term engagement with external partners.

Conclusion:
The findings suggest that the digital collaboration module is a promising tool for bridging the gap between academic learning and professional demands. Its structured, pedagogically grounded approach not only enhances students’ collaborative competencies but also supports educators in fulfilling institutional and societal expectations. The module’s strong reception among both students and teachers underscores its potential for broader implementation across higher education institutions.

Keywords: Collaboration, Higher Education, Generic skills, Digital module, Innovation.