The promotion of 21st-century competencies (or skills) and their integration into higher education represent a significant and ongoing challenge. The concept of "teaching to learning" signifies an emphasis on the capacity to act and apply competencies, which is characteristic of competency-based education.

“Collaboration” is one of these central 21st Century competencies, because complex global challenges increasingly require interdisciplinary, cross-cultural, and team-based solutions. In professional and academic contexts, effective collaboration enhances problem-solving, promotes knowledge integration, and facilitates innovation. It also supports the development of social and communicative skills essential for navigating dynamic, technology-mediated environments. As such, collaboration is critical for both individual adaptability and organizational effectiveness in a knowledge-based economy.

The promotion of competency-based education, using the example of collaboration, necessitates a change process that needs to address strategy, structure and culture of the higher education institution, as well as the various interest groups, such as management, lecturers and students. Using a qualitative case study approach, the aim of this study is to identify measures on a strategic, structural and cultural level to maximise the benefits of competency-based education.

At the strategic level, for instance, the development of a competency model is outlined, with "collaboration" being one of the competencies. Another significant element pertains to the integration and anchoring of collaboration competency within the curriculum and the corresponding modules, in accordance with the constructive alignment approach. Consequently, the competency of "collaboration" should align with the learning activities and assessment. Active support from faculty members is imperative in facilitating the development of collaboration competency. The case study demonstrates how a collaborative approach in developing and implementing competency-based education within the faculty might be used, emphasising the role of culture. Furthermore, it showcases the utilisation of a novel digital toolbox that fosters collaboration among students. The toolbox, which contains materials for self-study and is accessible via the institution's learning platform, was developed to improve team dynamics, communication and integration. This toolbox does not only address the students but also supports lecturers in their constructive alignment activities.

The case study concludes with a discussion of the lessons learned and an outlook on the next steps for the programme level, faculty and students. The case study will furnish universities, faculty developers and program directors with the knowledge required to address competency-based education through an innovative implementation and learning approach for the future competency needs of students.

Keywords: Competency-based education, higher education, collaboration, toolbox, integration, change, recommendations.