The evolving demands of the twenty‐first‐century landscape require graduates to possess not only disciplinary knowledge but also the capacity for critical thinking, collaboration and real‐world problem‐solving (Dearing, 1997; HEFCE, 2000). Traditional didactic approaches often fall short in fostering these outcomes, prompting a turn towards collaborative learning models in higher education. This extended abstract examines three core pedagogical strategies—problem‐based learning, live briefs and interdisciplinary collaboration—within a variety of institutional contexts. It explores how co-constructive frameworks involving students, faculty, industry professionals and local communities enhance student engagement and skill development, thereby preparing learners for complex societal challenges.

Problem‐based learning (PBL) positions students as active agents of their own education by engaging them with authentic, ill-defined problems that mirror professional practice (Savin-Baden, 2000; Hmelo-Silver, 2004). PBL frameworks encourage learners to identify knowledge gaps, consult diverse resources and negotiate solution pathways collaboratively (Hmelo-Silver, 2004). Empirical studies suggest that sustained engagement in PBL leads to deeper conceptual understanding, improved metacognitive awareness and increased intrinsic motivation (Prince, 2004; Boud, 2001). Moreover, students report enhanced communication and teamwork skills, which are crucial for employability in globalised labour markets (Biggs, 1999).

Findings indicate that participation in collaborative learning models significantly elevates student engagement, as evidenced by higher attendance rates, more substantive contributions in tutorials and deeper affective commitment to project outcomes (Prince, 2004; Johnson & Johnson, 2009). Skill development was multidimensional, encompassing domain‐specific expertise, research literacy, digital proficiency and transferable competencies such as leadership, adaptability and intercultural communication. Projects involving live briefs yielded demonstrable community impact, from policy briefs adopted by local councils to prototype technologies piloted in social enterprises.

Discussion of these findings suggests that collaborative learning models can be optimised through strategic investment in faculty development, including training in facilitation techniques and conflict resolution (Boud, 2001). Institutions might also establish formalised partnership offices to streamline engagement with industry and community stakeholders. The embedding of e-portfolios and reflective e-journals can strengthen metacognitive processes, while modular frameworks allow scalability and adaptability across disciplines.

In conclusion, this research affirms that collaborative learning models—anchored in problem‐based learning, live briefs and interdisciplinary collaboration—substantially enhance student engagement and skill development in higher education. By leveraging stakeholder expertise and real‐world contexts, these approaches bridge the gap between academic theory and professional practice. The study offers a robust evidence base for educational designers and policy-makers seeking to cultivate graduates equipped to address complex global challenges. Future research should explore longitudinal impacts on graduate trajectories and investigate the cost–benefit dynamics of sustained collaborative partnerships.

Keywords: Problem Based Learning, Teaching Based Learning, Student Ownership, Engagement, Collaborative Learning collaborative learning, problem‐based learning, interdisciplinary collaboration, student engagement, skill development, higher education.