RE-WORK VET RESOURCE KIT

Project number: Κ220-VET-000155692

vet resource kit

Responding to the great resignation & quiet quitting of young professionals & entrepreneurs through Coworking & Collaborative Workspaces

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Introduction:

The RE-WORK project was initiated as a response to the growing phenomena of the Great Resignation and quiet quitting among young professionals and entrepreneurs. These trends reflect a broader disengagement from traditional forms of work, highlighting the need for innovative approaches that foster motivation, flexibility, and collaboration.

Coworking and Collaborative Workspaces (CWS) provide such an approach, offering not only physical environments but also new models for entrepreneurship, peer learning, and social innovation. To address these challenges, the RE-WORK partnership has developed a Resource Kit designed to strengthen the skills of trainers and support the professional development of young people. The kit comprises six interconnected modules, structured around the following themes:

• Introduction to coworking and CWS: concepts, benefits, challenges, opportunities-
• Bottom-up and user-driven coworking (including good practices)-
• Collaborative business models and solutions for young professionals- Flexible working methods and innovative work environments-
• Self-employment in collaborative frameworks-
• Social entrepreneurship and CWS: social innovation and community impact

Introduction:

In addition, the Resource Kit provides experiential training exercises on topics such as quiet quitting, collaborative work, the sharing economy, co-creation, and social entrepreneurship, alongside lesson and workshop plans to support implementation in diverse training contexts. By combining theory, practice, and adaptable teaching tools, this Resource Kit contributes to the development of resilient, entrepreneurial, and socially engaged young professionals. In line with the objectives of Erasmus+, it seeks to promote inclusive and innovative responses to the evolving dynamics of work in Europe.

All Modules

Social entrepreneurship and CWS Innovative Social change in the community and social impact

Coworking Concepts, Benefits, Challenges & Skills

Bottom-up, user-driven Coworking and CWS (including good practices)

Collaborative business models and solutions for young professionals

Flexible working methods and innovative new work environments

Self-employment in collaborative frameworks

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References

Introduction:

Coworking: Concepts, Benefits, Challenges & Skills

Learning Outcomes: ✅ Understand the concept and purpose of coworking spaces ✅ Recognize key benefits such as collaboration, flexibility, and community ✅ Identify challenges coworking addresses in education and employment ✅ Learn core skills needed in coworking ✅ Connect these skills to EU competence frameworks (LifeComp, EntreComp, etc.) ✅ Explore coworking as a model for future, flexible, and innovative work

1.1

Understanding Coworking: Core Concepts

Coworking refers to work arrangements in shared spaces where professionals from different backgrounds work independently or collaboratively. What sets CWS apart is their ability to combine autonomy with community. They are vibrant ecosystems that attract young professionals, freelancers, and startups for a variety of reasons. They are often designed to promote interaction, learning, and shared purpose, particularly valuable for those seeking stimulation beyond the solitude of home offices or the rigidity of corporate environments. In coworking spaces, members benefit from expanded cooperation opportunities by connecting with people from diverse industries, facilitating the exchange of knowledge and ideas that foster new skills and perspectives. These environments promote social innovation and cultivate a coworking spirit based on openness, cooperation, and community engagement. This user-led model enables users to shape their work environment in ways that reflect their needs, habits, and goals.

1.2

What Makes Coworking Attractive?

Survey findings included in the ReWork Skills Report reveal that young professionals are attracted to coworking spaces not just for a workspace, but for the vibrant ecosystem they offer. You will find it helpful to present these findings to your learners as real-world motivators.The top CWS benefits identified by respondents were the following :

• Interactive learning
• Sense of community
• Diverse perspectives
• Participatory governance
• Fostering of a coworking spirit and shared values

• Expanded opportunities for collaboration
• Facilitated exchange of knowledge
• Encouragement of social innovation
• Work autonomy and flexibility

Indeed, based on the Skills Report’s insights, CWS bring together individuals from diverse industries and backgrounds, creating rich opportunities for collaboration and joint projects. They enable professionals to share the same space, encouraging a steady exchange of ideas and insights that can lead to the development of new skills and perspectives. Often acting as hubs for innovative thinking, coworking environments support the creation of fresh ideas and socially driven business partnerships. They also offer individuals greater freedom to manage their own schedules and work on their own terms, resulting in increased flexibility and control. These spaces promote values such as openness, cooperation, and community engagement, fostering a culture of collective growth. Interactive learning is encouraged through workshops, peer mentoring, and digital tools, facilitating teamwork, networking, and hands-on experiences.

REWORK SKILLS REPORT

1.2

What Makes Coworking Attractive?

The community-oriented design of coworking spaces helps build strong connections among members, contributing to a supportive and engaged work culture. Exposure to a wide range of professionals enhances creativity and problem-solving through diverse perspectives. In some cases, coworking spaces adopt democratic decision-making processes, allowing members to influence how the space is run. Additional practical benefits include cost savings and access to high-speed internet.

Indeed, based on the Skills Report’s insights, CWS bring together individuals from diverse industries and backgrounds, creating rich opportunities for collaboration and joint projects. They enable professionals to share the same space, encouraging a steady exchange of ideas and insights that can lead to the development of new skills and perspectives. Often acting as hubs for innovative thinking, coworking environments support the creation of fresh ideas and socially driven business partnerships. They also offer individuals greater freedom to manage their own schedules and work on their own terms, resulting in increased flexibility and control. These spaces promote values such as openness, cooperation, and community engagement, fostering a culture of collective growth. Interactive learning is encouraged through workshops, peer mentoring, and digital tools, facilitating teamwork, networking, and hands-on experiences.

1.2

What Makes Coworking Attractive?

The community-oriented design of coworking spaces helps build strong connections among members, contributing to a supportive and engaged work culture. Exposure to a wide range of professionals enhances creativity and problem-solving through diverse perspectives. In some cases, coworking spaces adopt democratic decision-making processes, allowing members to influence how the space is run. Additional practical benefits include cost savings and access to high-speed internet.

Trainer tip

Tip

Ask your learners: What would they identify as key benefits of a shared workspace? What kind of community or atmosphere would help them grow?

Consider including digital survey tools, such as a mentimeter or a miro board to collect answers.

1.3

Addressing the Challenges

You can build on insights from the Co-design Labs to bring coworking practices into your VET teaching. These practices – like peer learning, flexible collaboration, and real-world engagement – offer powerful ways to address long-standing challenges in VET, such as bridging the gap between training and employment or boosting learner motivation.

One key area is the: strengthening of links between education and the labor market. Coworking spaces naturally promote interaction with professionals from fast-evolving sectors, offering learners exposure to real-world practices and current industry trends. You can use coworking models in VET to better connect training with real employment needs . Another challenge VET often faces is the limited focus on transversal skills. By using workshops, seminars, and mentoring, coworking spaces help develop key skills like digital literacy, entrepreneurship, and communication — formats you can bring into your VET training. Bringing similar formats into VET can enhance learners’ adaptability and relevance in a changing job market.

1.3

Addressing the Challenges

Finally, coworking spaces offer viable alternatives to conventional career paths by supporting entrepreneurship and innovation. Through access to mentors, peer networks, and investor connections, they create environments that nurture self-employment and startup ideas. When you embed entrepreneurial support in your training, you empower learners to create innovative, independent career paths beyond traditional jobs. Helping your learners prepare for these challenges, and equipping them with the right mindset and tools, will set them up for success.

1.4

Core Skills for Success in Coworking

As the modern work environment evolves, coworking spaces are becoming increasingly relevant for young professionals, entrepreneurs, freelancers, and remote workers. These shared workspaces demand a distinctive set of skills that go beyond technical expertise. For Vocational Education and Training (VET) providers, this shift presents an opportunity, and a responsibility, to prepare learners not only for specific professions, but also for thriving in flexible, collaborative, and innovation-driven environments like coworking spaces.

Based on findings from the Coworking & Coworking Spaces for Young Professionals and Entrepreneurs survey summarized in the Skills Report*, the following skills emerged as essential for success in coworking contexts. These insights offer clear direction for VET program design, highlighting areas where learners need structured opportunities to practice and develop these competencies. Integrating these skills into your courses can better equip students for future-oriented career paths and foster the autonomy, creativity, and adaptability required in today’s job market.

Skills Report

1.4

Core Skills for Success in Coworking

Communication and Collaboration

Time Management & Organization

Adaptability and Flexibility

Self-Motivation and Discipline

Coworking thrives on interaction. Learners must be able to work effectively with others, share ideas, and contribute to collective problem-solving. Strong interpersonal communication and teamwork skills are crucial for exchanging feedback, building trust, and co-creating with diverse professionals in shared spaces.

In flexible, unstructured environments, learners must learn how to manage their time independently. This includes prioritizing tasks, setting achievable deadlines, staying focused amid distractions, and organizing their workload effectively to meet objectives without constant supervision.

Coworking spaces often bring together individuals with varied work habits, tools, and routines. VET learners should be encouraged to become comfortable with change, navigate uncertainty, and adjust to new settings, people, and workflows with confidence and resilience.

Without traditional hierarchies or oversight, coworking relies on personal drive. Learners must be equipped to take initiative, stay committed to their tasks, and maintain productivity without external pressure. Cultivating internal motivation is vital for both independent and team-based work.

1.4

Core Skills for Success in Coworking

Networking and Relationship-Building

One of the greatest advantages of coworking is access to a diverse professional community. VET learners should develop the ability to build meaningful connections, engage in peer learning, and explore collaborative or entrepreneurial opportunities that arise through networkingThese skills are closely aligned with key European competence frameworks such as: EntreComp, DigiComp, GreenComp, LifeComp, and the ESCO Classification, reinforcing their relevance for VET curricula across the EU. The European competence frameworks provide structured guidance in specific areas: EntreComp promotes entrepreneurial mindsets and value creation; DigiComp focuses on digital competence for work and life; GreenComp supports the development of sustainability-related skills; and LifeComp covers personal, social, and learning competences for personal growth and civic engagement. Complementing these, the ESCO Classification acts as a multilingual reference system that categorises skills, competences, and occupations relevant to the EU labour market. Its transversal skills model is designed to align with and support the implementation of the above frameworks across education and employment contexts. In the Skills Report and Roadmap , we carried out a detailed mapping of the skills identified onto the European Framewoek, ensuring that the identified competencies are both recognised and applicable within European education and labour market contexts.

1.4

Core Skills for Success in Coworking

Networking and Relationship-Building

1.4

Core Skills for Success in Coworking

Networking and Relationship-Building

Therefore, the Skills Report can serve as a complementary and practical tool for VET providers looking to update or enrich your training programs.

Trainer tips:

Tip

Skill Mapping Exercise: Using a flipchart, ask learners to rate themselves on each skill and identify concrete ways to improve the skills with the lowest scores. Ask Thought-Provoking Questions: When introducing the key skills needed in coworking spaces, engage learners in an active discussion to connect each skill with their own experiences and collect answers on miro or in a wordcloud. Try asking: - What makes communication easier or harder in shared workspaces? - What strategies do you use to stay productive when no one is supervising your work? - How do you stay focused when you’re not in a traditional classroom or office? - Have you ever made a connection that led to a professional opportunity?

Conclusion: From Passive Participation to Active Creation

1.6

Coworking spaces exemplify what the future of work looks like: flexible, people-centered, innovation-driven. For VET to remain relevant, your teaching must prepare learners to both participate in and help create these spaces. By integrating coworking skills into your curriculum, you can: - Strengthen young professionals’ ability to collaborate and lead - Boost learners’ motivation and independence - Equip them for flexible, freelance, or hybrid roles - Promote social and environmental responsibility in professional contexts. Coworking isn’t just a trend, it’s a shift in mindset. Help your learners lead the change.

Bottom-up, user-driven Coworking and CWS (including good practices)

Learning Outcomes: By the end of this chapter, you will be able to: ✅ Explain what makes coworking spaces bottom-up and user-driven. ✅Compare traditional workspaces with collaborative, community-led models. ✅Design a coworking concept that reflects real user needs and shared values. ✅Collaborate in teams using co-creation methods and user personas.

Activities

Introduction: Why Coworking Matters in VET Today

The world of work is changing — fast. Young professionals are rethinking what they want from their careers. Across Europe, more and more young professionals are walking away from rigid structures, traditional offices, and top-down management. The rise of trends like the Great Resignation and quiet quitting shows us that many no longer feel seen, valued, or inspired at work (Parker & Horowitz 2022; REWORK, 2024b; Sull et al. 2022).

Coworking spaces are evolving environments that prioritize autonomy, flexibility, and user co-creation. To find out more about Coworking, please view Chapter 1. This chapter examines how learners can participate in shaping these environments. Today’s generation is looking for flexibility, purpose, a sense of community, and opportunities for shared growth.

Introduction: Why Coworking Matters in VET Today

Coworking and collaborative workspaces (CWS) are one of the most visible responses to these shifts. But not just any type of coworking. Instead, the focus is on bottom-up, user-driven coworking: workplaces that are designed with and for the people who use them. These spaces: 1) empower users to shape their work environment, 2) encourage collaboration, exchange of feedback, and shared decision-making, as well as 3) foster skills like communication, self-management, and teamwork.

For VET educators, this matters. Because it’s not enough to teach technical skills - we also need to prepare learners for how and where they will work. That means helping them understand what coworking is really about, how to thrive in flexible, co-created workspaces, and how to build spaces and systems that reflect real human needs. This chapter is designed to help you do exactly that. Let’s explore how coworking can help your students not only find jobs — but shape the future of work itself.

What Does “Bottom-Up, User-Driven” Really Mean?

Before you can teach your learners about coworking, it's important to understand what makes these spaces different from traditional workplaces. Bottom-up, user-driven coworking spaces are more than shared desks — they’re shaped by the people who use them. The members don’t just work there; they help design the culture, choose the tools, and influence how the space grows. In a bottom-up coworking model, power doesn’t flow from the top. It starts with the users. This structure is supported by research into community-led coworking spaces, which distinguishes them from entrepreneurial-led models by focusing on mutual-aid and democratic design (Avdikos & Iliopoulou, 2019; Stockdale & Avdikos, 2025). Freelancers, entrepreneurs, and remote workers bring their needs, ideas, and energy — and the space adapts around them. This requires a shift away from traditional hierarchies toward a more open, responsive leadership style. People are encouraged to take initiative, share responsibility, and improve the space together.

These spaces also follow a user-driven mindset. That means they’re constantly evolving. There’s no final version — only feedback, updates, and ongoing change. This “beta space” approach treats the workspace as a living system, always improving based on its members’ needs. It helps create a sense of ownership, belonging, and innovation that you don’t find in rigid office environments. Trainer Tip: Ask your learners: What would make a space feel “theirs”? How would they change a workplace to suit their needs?

The Heart of It All: What Makes Community-Led Coworking Special?

2.1

Community-led coworking spaces grow from the ground up — usually started by small groups of professionals who want to work in a more collaborative, supportive way. These spaces are built on values like collectivism and social innovation. Here’s what defines them: - Members help make decisions and often self-govern the space. - There’s a strong sense of commitment and mutual support. - People collaborate across projects, sectors, and backgrounds. -The atmosphere is open, diverse, and rich with informal learning. Community-led coworking isn’t just about saving on rent. It’s about creating a shared space where people grow — both professionally and personally. That’s why many of these spaces are designed for interaction, with open layouts, communal areas, and events that encourage spontaneous exchange.

The five core values you’ll often find are:

Traditional offices are usually fixed and formal. They’re often owned by a single company, come with long-term leases, and are managed top-down. Interaction is limited, privacy is high, and change is slow. Based on the Skills Report & Roadmap the Good Practice Guide, we found that bottom-up coworking spaces are (see also Garrett et al. 2017; Berdicchia et al. 2023):

Interactive:

Empowering:

Adaptive:

Flexible:

your voice and presence matter.

the space evolves with you.

you meet people outside your own field.

you choose how and when you work.

Profit-driven coworking spaces may offer similar furniture or services, but they don’t always offer the same culture of participation and care. Survey respondents emphasised the importance of participatory culture, democratic decision-making, and community belonging in coworking spaces (REWORK, 2024a). In those models, business goals often outweigh community input. When teaching about coworking, help learners understand: it’s not just about where you work. It’s about how you work — and who you work with. Bottom-up coworking prepares them for a world where success is shared, self-directed, and built through connection.

Good Practice Guide

Skills Report & Roadmap

Learning from the Best: Real Examples of Coworking and VET in Action

2.2

It’s one thing to talk about coworking, but another to see it in action. Across Europe, many inspiring initiatives are already blending collaborative workspaces with vocational education and training (VET). These examples show how CWS can be turned into real-world learning environments. Here are some examples from our Good Practice Guide which you can find on our website (REWORK, 2024b).

Impact Hub Athens (Greece):

Working Space Madrid (Spain):

Forwardspace (Estonia):

A non-profit, community-driven coworking initiative, supporting professionals in creative, and tech industries. Known for its peer mentoring, skill-sharing events, and professional development workshops, it offers an affordable, welcoming environment. Users actively contribute to shaping its services, embodying the principles of collaboration, empowerment, and accessibility (REWORK, 2024b).

A vibrant coworking and innovation space focused on social entrepreneurship and community-building among young professionals in flexible, resource-rich settings. Impact Hub Athens integrates hands-on learning, flexible membership, and project-based collaboration. It’s known for engaging learners directly in shaping the space through participatory practices, customised modules, and local partnerships — a strong example of bottom-up education in action (REWORK, 2024b).

Located in Pärnu, Forwardspace offers an inclusive and dynamic coworking environment with 24/7 access, high-speed Wi-Fi, and flexible work zones. It is deeply community-oriented, built through collaboration with local professionals, startups, and investors. The space regularly hosts networking events and training, making it a true learning and collaboration hub led by its members' evolving needs (REWORK, 2024b).

Tip

Trainer Insight: Consider reaching out to coworking spaces in your area. Could your learners visit, co-create a project, or even pilot a mini CWS on campus?

2.3

How to Teach Coworking: Methods That Work

Teaching bottom-up coworking isn’t just about delivering information — it’s about creating a learning experience that feels like coworking itself. That means engaging learners, giving them voice and choice, and using flexible, participatory methods.

Adult learners bring experience, motivation, and their own goals to the table. These principles (known as andragogy) align perfectly with coworking values like autonomy and collaboration.As Knowles (1984) explains, adult learning is most effective when it is self-directed, experience-based, relevant, and problem-centered.

2.3

Here’s what works best:

Go Beyond the Lecture: Methods That Fit the Coworking Spirit

2.4

Use these learner-centered approaches to create real engagement. These methods reflect key competencies identified in coworking research — such as communication, adaptability, and co-creation — which are fostered through learner autonomy and collaboration (Spinuzzi et al., 2019):

These methods help learners experience the core values of coworking - like flexibility, co-creation, and autonomy - while also building essential skills. You will find two experiential training exercises as well as a lesson plan that are based on our Good Practice Guide and Skills Report & Roadmap in the ANNEX.

Reflection Question: How can participatory design be applied in your own VET training setting?

Good Practice Guide

Skills Report & Roadmap

Conclusion: Teaching for a Collaborative Future

2.5

Bottom-up, user-driven coworking isn’t just a workplace trend — it’s a response to how people want to live and work today. It’s about empowerment, autonomy, and community. And that’s exactly what modern VET education should foster. As a VET educator, you are in a powerful position to: - Equip learners with skills for flexible, self-directed careers - Inspire new ways of working that value participation, responsibility, and shared leadership - Help young people become not just job seekers, but creators, collaborators, and changemakers By integrating coworking principles into your teaching — and especially by modeling bottom-up, user-driven approaches in your classroom — you’re preparing students for more than employment. You’re preparing them for meaningful work, lifelong adaptability, and active roles in shaping the workplaces of tomorrow.

ANNEX - EXPERIENTIAL TRAINING EXERCISE

2.6

The experiential training exercises presented in the annex are methodologically aligned with the key competencies identified in the Re-Work Skills Report & Roadmap, including communication, time management, adaptability, self-motivation, and relationship building. These exercises are designed to support the development of precisely those transversal skills that young professionals need to thrive in collaborative, flexible work environments.

Skills Report & Roadmap

Experiential Exercise: Creating a Beta-Space: Co-Designing a User-Driven CWS Prototype

2.7

● Duration: ~ 90 minutes Format: online, hybrid or offline Materials: - Virtual whiteboard (e.g., Miro, Padlet) or flipcharts - Post-its or sticky note tools - Markers - Worksheets (user profile, design canvas) Optional: Printed examples of real-world CWS. Pre made user personas.

● Goal: To simulate user-driven design processes in CWS, fostering creativity, co-creation, and critical reflection. ●Learning objective: - Understand the principles of bottom-up, user-driven coworking design. - Understand the principles in co-design, teamwork, and user-centered thinking - Reflect on how space, services, and values interact in workspace innovation ●Description: This exercise lets learners explore what it means to build a coworking space that adapts to users’ real needs. They will apply bottom-up, user-driven design principles by creating a prototype coworking space from scratch - not based on management decisions, but on user personas they design themselves.

Instructions continue on the next page

Experiential Exercise: Creating a Beta-Space: Co-Designing a User-Driven CWS Prototype

2.7

Introduction (10 min): Explain what a beta space is: a workplace that’s never “finished” - it constantly evolves based on feedback. Explain bottom-up and user-driven principles with one real-life coworking case. Divide learners into groups of 3 to 5 people. User persona creation: In your groups, create a fictional coworking user with a name, job, goals, challenges, frustrations, and workspace needs. You have 15 minutes. Tip: You can use a persona template for this task. Space Design (30 min): Now that the learners have created a persona, the group designs a coworking concept based on it: What is the layout (zones, quiet areas, meeting rooms)? What services does the space offer (community lunches, mentoring, equipment)? Who decides what? What are events and rituals built into the community? Iteration (10 min): The group presents their idea to another team, receives quick feedback, and adapts their design based on the input. Presentation (20 min): The groups now present their design to the whole group. Each presentation should include the following: What were your design priorities? How did user needs shape your choices? What surprised you about co-creating a workplace?

Trainer tip

Tip

Short on time? Skip the presentation and feedback step. Teaching online? Use breakout rooms and a shared Miro board. For advanced learners: Assign “conflicting” user personas to design a shared space for — to add complexity.

Experiential Exercise: Creating a Beta-Space: Co-Designing a User-Driven CWS Prototype

2.7

Real-World Context Link: This exercise mirrors how many real coworking spaces (e.g., Impact Hub or Working Space Madrid) evolve: not through top-down decisions, but from continuous input by members. Tools: Miro is an online collaborative whiteboard platform ideal for brainstorming, prototyping, and group work in real time. In the context of coworking and VET education, it is used to co-design coworking space layouts, map out services, and visually organise group ideas during workshops or design exercises. It fosters interactive participation whether sessions are online, hybrid, or in-person. Learn more: https://miro.com. Padlet is a user-friendly virtual bulletin board that allows learners to post sticky notes, images, documents, and links. It’s a flexible tool for asynchronous collaboration, often used to collect user personas, share ideas, or document design inputs during coworking simulations. Its simplicity makes it effective in both individual and group settings. Explore Padlet here: https://padlet.com.

Experiential Exercise: The Future of Work: Designing Workspaces for 2040

2.8

● Duration: ~ 90 minutes Format: online, hybrid or offline Materials: - Future prompt cards (e.g., “AI coworkers”, “4-day week”, “climate disruptions”) - Blank space design templates - Markers, sticky notes, digital whiteboards (Miro, Jamboard) Optional: timer, music playlist for creativity boost

● Goal: To help learners think critically and creatively about how coworking might evolve, this exercise uses speculative design to explore future trends in work, society, and collaboration. Learners will project themselves into the year 2040 and develop a vision for a coworking space that reflects future needs and values — reinforcing the flexible, user-driven nature of coworking. ●Learning objective: - Practice creative problem-solving and future thinking - Understand how external factors (tech, society, climate) influence coworking - Strengthen teamwork, presentation, and visioning skills - Reflect on adaptability, sustainability, and social innovation in workspaces ●Description: This exercise lets learners explore what it means to build a coworking space that adapts to users’ real needs. They will apply bottom-up, user-driven design principles by creating a prototype coworking space from scratch - not based on management decisions, but on user personas they design themselves.

Instructions continue on the next page

Experiential Exercise: The Future of Work: Designing Workspaces for 2040

2.8

Briefing Time Travel Brief (10 min): Introduce the idea of speculative design — using imagination and evidence to design for possible futures. Present 2–3 future trends (e.g., more freelancers, climate resilience, fully remote teams). Time Travel Launch (5 min): Each group draws a prompt card describing a possible scenario in the year 2040. Design Phase (40 min): Groups create a coworking concept that fits their scenario: - Target users - Space design - Governance and decision-making - Services and tools - Community rituals/events Presentation (20 min): Each group pitches their coworking model to a mock “Ministry of Work Futures.” Debrief (15 min): What values stayed the same despite the year change? How did bottom-up/user-driven ideas show up in future models? Could any of these ideas be used now?

Trainer tip

Tip

Short on time? Skip the presentation and feedback step. Teaching online? Use breakout rooms and a shared Miro board. For advanced learners: Assign “conflicting” user personas to design a shared space for — to add complexity.

Experiential Exercise: The Future of Work: Designing Workspaces for 2040

2.8

Adaptation Tips: Short on time? Give all groups the same scenario. Want to go deeper? Add a research phase using mobile/web search tools. Real-World Context: Speculative design is widely used in innovation labs and social entrepreneurship — it helps organisations anticipate change and prepare for resilient systems. This mirrors how real-world coworking spaces evolve alongside their communities. Tools: Miro is an online collaborative whiteboard platform ideal for brainstorming, prototyping, and group work in real time. In the context of coworking and VET education, it is used to co-design coworking space layouts, map out services, and visually organise group ideas during workshops or design exercises. It fosters interactive participation whether sessions are online, hybrid, or in-person. Learn more: https://miro.com. Jamboard is Google’s digital whiteboard designed for creative collaboration and quick idea sharing. Used in online or hybrid workshops, it enables learners to sketch concepts, place sticky notes, or cluster ideas during group activities like speculative coworking design. Its simplicity is great for interactive sessions with minimal setup. Visit: https://edu.google.com/products/jamboard.

Workshop Plan: From Idea to Impact: Co-Creating a Community-Led Coworking Space

2.9

● Goal: This lesson simulates the process of planning a community-led coworking space. Learners take on roles as space creators, designing everything from layout to governance based on user needs. The workshop emphasises participation, empathy, and real-world application — core to the bottom-up coworking approach. ● Learning objective: - Describe key features of user-driven coworking spaces - Design a coworking space that reflects user needs and shared values - Practice collaboration, creativity, and project planning - Reflect on the importance of flexibility and community in workspace design ● Materials: - Coworking design canvas or worksheet - Markers, flipcharts, sticky notes (or digital equivalents such as a Miro Board) - Real-world case studies such as Forwardspace, Impact Hub Athens from our Good Practice Guide. - Persona cards or profile prompts - Pitch template or feedback sheet - Digital Tools: Use collaborative Tools such as Miro, or Padlet, if needed.

Materials: Coworking design canvas or worksheet Markers, flipcharts, sticky notes (or digital equivalents such as a Miro Board) Real-world case studies such as Forwardspace, Impact Hub Athens from our Good Practice Guide. Persona cards or profile prompts Pitch template or feedback sheet Digital Tools: Use collaborative Tools such as Miro, or Padlet, if needed.

Workshop Plan: From Idea to Impact: Co-Creating a Community-Led Coworking Space

2.9

● Preparation Tips: - Set up Miro/Padlet boards or print worksheets in advance. - Prepare 4–6 persona cards and future scenario prompts. - Create breakout rooms (if online) or group workspaces.

Continue on the next page

Workshop Plan: From Idea to Impact: Co-Creating a Community-Led Coworking Space

2.9

● Adaptation Tips: Pressed for time? Provide templates with pre-filled options to speed up design. You can skip “Iteration” and “Synthesis” and have learners present their pitch to the “Ministry of Work Futures” directly. Real-World Context Link: This workshop mirrors real co-design practices used in bottom-up coworking projects like Working Space Madrid and Impact Hub Athens, where users shape spaces collectively. It prepares learners not just to use coworking, but to build it. Digital Tools: Miro: Collaborative whiteboard for space layout, service mapping. https://miro.com Padlet: Digital wall for collecting persona profiles. https://padlet.com Trello: Task board to simulate team roles and workflows. https://trello.com

Workshop Plan: From Idea to Impact: Co-Creating a Community-Led Coworking Space

2.9

● Adaptation Tips: Pressed for time? Provide templates with pre-filled options to speed up design. You can skip “Iteration” and “Synthesis” and have learners present their pitch to the “Ministry of Work Futures” directly. Real-World Context Link: This workshop mirrors real co-design practices used in bottom-up coworking projects like Working Space Madrid and Impact Hub Athens, where users shape spaces collectively. It prepares learners not just to use coworking, but to build it. Digital Tools: Miro: Collaborative whiteboard for space layout, service mapping. https://miro.com Padlet: Digital wall for collecting persona profiles. https://padlet.com Trello: Task board to simulate team roles and workflows. https://trello.com

2.10

Future Trend Prompt Cards: 2040 Vision

● Each card presents a scenario that affects work, society, or the environment in 2040. Participants will use them to design coworking spaces that respond creatively and inclusively to these challenges and opportunities. 1. AI Coworkers: By 2040, AI tools and virtual assistants will be integrated into daily workflows. Some teams have AI members that make decisions, generating content, and managing tasks. Consider: How do humans and AI collaborate in your coworking space? What ethical or emotional support systems are in place? 2. 4-Day Work Week: Most countries have adopted a 4-day workweek. Productivity has stayed the same, but expectations around rest, flexibility, and social connection have changed. Consider: How does your coworking space support deeper rest, creative collaboration, or meaningful downtime? 3. Climate Disruptions: Extreme weather events and rising sea levels have displaced millions. Coworking spaces become community hubs for adaptation, climate resilience, and remote collaboration. Consider: How does your space stay climate-resilient? How do you support displaced professionals or eco-entrepreneurs?

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Future Trend Prompt Cards: 2040 Vision

4. Super-Aged Society: One in three citizens is over 65. Older adults continue working part-time or mentoring younger professionals in flexible settings. Consider: How do you make your coworking space intergenerational, accessible, and mentorship-friendly? 5. Biohacking & Human Augmentation: Implants, neurotech, and wearable tools are common in the workplace. Workers optimize their focus, creativity, or physical ability. Consider: How does your space adapt to enhanced human performance and data-driven collaboration? 6. Global Digital Nomads: Entire families and teams live nomadically, working remotely from country to country. Visa-free zones and travel coworking passes exist. Consider: How is your coworking space designed for temporary members? How do you foster a sense of belonging for a constantly changing community? 7. Full Automation of Basic Services: Services such as cleaning, deliveries, and booking are automated. Humans focus on creative, emotional, and strategic work. Consider: How does your space reflect this shift? What new roles emerge when manual tasks are gone?

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Future Trend Prompt Cards: 2040 Vision

8. Universal Basic Income: With UBI in place, many people work by choice, not necessity. There’s a rise in passion projects, volunteering, and collective creation. Consider: What kind of work does your space attract? How does it support intrinsic motivation and social good? 9. Mental Health First: Mental health is as prioritized as physical safety. Coworking spaces have dedicated “recharge zones” and peer support practices. Consider: How does your space promote emotional wellbeing, resilience, and psychological safety?

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Future Trend Prompt Cards: 2040 Vision

10. VR/AR Work Integration: Virtual and augmented reality are standard. Some teams work entirely in immersive environments. Consider: How does your space mix physical and virtual collaboration? Do you host hybrid worlds or digital twins? 11. Lifelong Learning Ecosystem: Work and education are deeply integrated. Coworking spaces are also learning spaces, with micro-courses, coaching, and peer-to-peer learning. Consider: How does your space support continuous skill development? How do people learn together? 12. Urban-Rural Shift: High-speed internet and sustainability incentives draw people to rural areas. Micro coworking hubs emerge in villages and nature. Consider: What does coworking look like in a remote or rural setting? What local ties and values shape your design?

Learner Guide: How to Create a User Persona for Coworking Design

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What Is a Persona? A persona is a fictional character that represents a typical user of your coworking space. It's not a stereotype. It’s a realistic blend of goals, needs, frustrations, and work habits based on real people or imagined scenarios. Creating personas helps you step into your users' shoes so you can design spaces that truly work for them. Coworking spaces are used by diverse people with unique needs: freelancers, remote workers, creatives, changemakers. To design user-driven spaces, we need to: - Understand users’ daily lives and work habits - Identify what helps or hinders their productivity - Explore how values like community, flexibility, and well-being play out - Make inclusive design choices for layout, services, and governance

Learner Guide: How to Create a User Persona for Coworking Design

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Create your Persona 1. Give your persona a name and identity: Pick a first name, add age and location. Maybe picking a photo will help you. 2. Define their job and work style: What do they do for work? Are they a freelancer, entrepreneur, student, or remote team member? Do they prefer to work alone or in groups? 3. Uncover their goals: What motivates them professionally or personally? Do they want to grow a business, make an impact, find community, learn something new? 4. Identify frustrations and pain points: What frustrates them about traditional workspaces? What challenges do they face in coworking environments? 5. Explore their workspace needs: Do they need quiet zones, creative hubs or call booths? What services are important (think WIFI, events or printers)? Do they have accessibility needs or specific routines? 6. Add values and behaviours: What do they care about (e.g. sustainability, autonomy, connection)? What makes them feel welcome, included and productive?

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Learner Guide: How to Create a User Persona for Coworking Design

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Here is a table that can help you define your persona.

Introduction:

Teaching Collaborative Business Models and Solutions for Young Professionals

Learning Outcomes: ✅Explain the concept and value of Collaborative Business Models (CBMs), including coworking, hubs, incubators, and cooperatives. ✅Identify the benefits of CBMs for young professionals, such as community, autonomy, knowledge-sharing, and innovation. ✅Recognize the challenges and risks of collaborative approaches and reflect on how to address them in practice. ✅Apply key collaborative skills—communication, adaptability, self-management, motivation, and networking—in shared work contexts. ✅Connect CBMs to European competence frameworks (LifeComp, EntreComp, DigiComp, ESCO) to better understand their relevance for employability. ✅Design an initial collaborative business concept or action plan using shared values and participatory methods.

Activities

Why We Need to Teach Collaboration Differently

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According to the ReWork Skills Roadmap, traditional learning structures often fail to equip learners with the transversal and soft skills most valued in collaborative work contexts, such as autonomy, resilience, and co-creation capabilities.

The world of work is shifting fast. Young professionals aren’t just looking for jobs, they’re looking for purpose, flexibility, and a healthy work-life balance. Movements like the Great Resignation and quiet quitting show us that outdated office models no longer match what many people need. Instead of rigid hierarchies and isolated desks, today’s professionals want shared responsibility, teamwork and community and freedom to work when and how it fits them best (Catacora, 2024). That’s where Collaborative Business Models (CBMs) come in. These models, coworking spaces, hubs, incubators, and labs, offer more than just physical space. They create environments where people share resources and ideas, build networks and grow together, and work with purpose and autonomy. As a VET educator, you prepare learners not just for a job, but for a future in a changing work landscape. That means helping them understand how collaborative models work, develop the skills to thrive in shared, team-driven settings, and build confidence to take initiative and co-create their own career paths.

Trainer tipAsk learners:

Tip

“What would your ideal work environment look like?”

Then map their ideas to features of collaborative models.

What Are Collaborative Business Models - And Why Are They Changing Work?

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Collaborative Business Models (CBMs) are a growing response to what young professionals want: connection, flexibility, and shared value. Instead of working alone or under rigid hierarchies, people join CBMs to build something together - from business projects to creative communities. CBMs are part of the sharing economy. That means they’re not just about profit - they’re about using space, knowledge, and tools in smarter, more inclusive ways (Demary & Engels 2016; Petropoulos, 2017). In our Good Practice Guide, we found that collaborative business models thrive because they are built on a foundation of shared values that support inclusive, dynamic, and people-centered work environments.

At their core is a commitment to democracy and self-governance, where everyone has a voice in shaping the space. They foster a deep sense of engagement and belonging, encouraging members to feel personally invested in the community. These spaces create new collaboration opportunities by bringing together individuals from diverse industries and backgrounds, allowing ideas to cross-pollinate and grow. A culture of openness ensures that knowledge, tools, and resources are shared freely rather than kept behind closed doors. Sustainability is also a key principle, with a focus on shared use of materials and environmentally conscious practices. Finally, CBMs are built on accessibility, welcoming professionals from all walks of life and striving to remove barriers to participation.

Tip

Trainer Tip: Use pictures or virtual tours of coworking spaces, fab labs, or living labs to help learners visualise these environments.

What Are Collaborative Business Models - And Why Are They Changing Work?

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CBMs come in many shapes and sizes. Here are some common ones:

Why Young People Are Choosing Collaborative Models

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Young professionals today are looking for more than a paycheck. They want purpose, flexibility, and a sense of belonging at work. That’s why Collaborative Business Models (CBMs) are gaining momentum across Europe. From coworking spaces to innovation hubs, these environment s offer something that traditional offices often can’t: the chance to work with others, to grow, and to be seen as more than just an employee (Alton 2017; Catacora 2024). Collaborative Business Models aren’t just trendy, they genuinely meet the evolving needs of young professionals (Brooks & Weiss, 2023). According to our findings in the Good Practice Guide and Skills Report, these spaces offer a wide range of benefits that help learners feel more engaged, empowered, and fulfilled. CBMs are not just popular, they’re also powerful tools for solving real workplace problems. By offering flexible work-life balance, supportive, social environments, and chances to learn, lead, and innovate they help reduce burnout and disengagement. That’s why they’re a great fit for young professionals, and a vital topic for today’s VET classrooms.

Tip

Trainer tipAsk learners:

“Which of these benefits would matter most to you in a workplace?”

Break down of the Collaborative Business Models on the next page

Use their answers to launch a discussion on how to build value-based workplaces.

Why Young People Are Choosing Collaborative Models

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Break down of the Collaborative Business Models:

●Expanded Collaboration Opportunities: CBMs naturally bring people from different fields and backgrounds together. This mix sparks unexpected partnerships, creative projects, and shared solutions. For young professionals, it's a chance to meet collaborators, not just coworkers. ● Knowledge Sharing Across Sectors: One of the biggest draws is how freely knowledge flows. In CBMs, people share tools, strategies, and lessons learned, building a learning culture that’s informal, ongoing, and cross-disciplinary. ●Strong Sense of Community: Many young professionals feel isolated in remote jobs or traditional offices. CBMs offer something different: a warm, welcoming environment where you feel part of a tribe. This community spirit boosts motivation and well-being (Hadley et al., 2023). ● Greater Autonomy: In CBMs, there’s no one-size-fits-all schedule. Members often choose their own hours and working methods. This flexibility is a game-changer for people who thrive on independence and self-direction. ● Diverse Perspectives Fuel Creativity: When people with different skills and backgrounds share a space, they see problems, and solutions from new angles. This diversity encourages innovation and fresh thinking.

● Real Participation and Decision-Making: Unlike traditional offices, many CBMs involve members in decisions about how the space runs; from events to governance. This builds a deeper sense of ownership and empowerment. ● Rich Learning Experiences: CBMs often host skill-sharing sessions, peer mentoring, or informal workshops. Learning happens continuously and organically, making these spaces ideal for personal and professional growth. ● Shared Values and Purpose: Many CBMs are aligned with values like sustainability, inclusion, and social entrepreneurship. For young people seeking meaningful work, this makes the space not just functional, but inspiring. ● Practical Benefits: Let’s not forget the basics: many CBMs also offer fast internet, useful equipment, and a professional setting, at a cost that’s often lower than leasing a traditional office.

What Skills Do You Need to Succeed in Collaborative Workplaces?

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Working in a collaborative business model isn’t like working in a traditional office, and it doesn’t require the same skills. In CBMs, success depends on how well people can communicate, self-manage, adapt, and build relationships. It’s not about ticking boxes. It’s about being flexible, proactive, and human-centered. In our Skills Report & Roadmap, we identified five essential skill groups that young professionals need to thrive in shared, self-directed work environments. These skill groups match with Europe-wide frameworks like ESCO (European Commission, 2025), LifeComp (Sala et al., 2020), DigiComp and EntreComp (Bacigalupo et al., 2016). First, let’s find out what these frameworks are about.

● ESCO (European Skills, Competences and Occupations) provides a multilingual classification of skills and jobs. The outcomes align with ESCO skills such as collaboration, project design, self-management, and entrepreneurship; all vital in coworking and user-driven contexts. ● LifeComp (the European Framework for Personal, Social and Learning to Learn Competence) emphasises personal agency, empathy, and learning-to-learn, reflected in coworking’s trust-building, reflection, and learner autonomy values. ● EntreComp (Entrepreneurship Competence Framework) is strongly linked to coworking. It covers areas like working with others, learning through experience, and taking initiative, which are embedded in the chapter’s activities and teaching strategies. ●DigComp (Digital Competence Framework) relates especially to coworking’s hybrid/digital forms. Outcomes such as collaboration through digital tools, information literacy, and problem-solving in digital environments are implied when coworking is extended online.

A look at the skill groups and see how they match the frameworks on the next page

What Skills Do You Need to Succeed in Collaborative Workplaces?

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Now, let’s have a look at the skill groups and see how they match the frameworks:

● Communication & Collaboration: You can’t thrive in a shared space if you can’t communicate clearly and respectfully. Whether it’s co-planning an event, pitching a project, or giving feedback, success starts with active listening, honest expression, and team thinking. Think beyond small talk; this is about co-creating ideas and solving real problems together. ● Matches with: LifeComp (Communication, Collaboration), EntreComp (Mobilizing others), DigiComp (Online interaction), ESCO (Social and communicative skills) ● Own Your Time: Organisation & Self-Management: In CBMs, no one micromanages you. That’s awesome, and tricky. You’ll need to manage your own schedule, prioritise smartly, and deliver without burnout.

No fixed hours? Cool. But can you hit deadlines without reminders? Matches with: LifeComp (Learning management), EntreComp (Planning & managing), DigiComp (Organising digital info), ESCO (Work & resource management) ● Flex That Mindset: Adaptability & Flow: Things move fast in shared spaces. New people. New tools. New rules. Those who succeed are the ones who can adapt, shift, and say, “Let’s try it another way.” CBMs aren’t linear. They can be creative chaos. Your mindset matters more than your job title. ●Matches with: LifeComp (Flexibility, Critical thinking), EntreComp (Dealing with uncertainty), GreenComp (Systems thinking), ESCO (Adapting to change).

List continues on the next page

What Skills Do You Need to Succeed in Collaborative Workplaces?

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Now, let’s have a look at the skill groups and see how they match the frameworks:

● Drive Yourself: Motivation & Discipline: CBMs are built for autonomy. That means you decide your pace, your focus, and your goals. No one will tell you what to do, which is freeing and demanding. Self-motivation isn’t about hustle culture. It’s about knowing what drives you and following through. Matches with: LifeComp (Self-regulation, Growth orientation), EntreComp (Perseverance, Vision), ESCO (Self-management, Initiative).

● Make Connections: Networking Like a Pro: Relationships power CBMs. Every chat is a potential collaboration. Every shared coffee could spark a new project. Learn how to connect, listen, and grow with others, not just for now, but for your career.Your next big idea might come from the person sitting two desks away. Matches with: LifeComp (Empathy, Collaboration), EntreComp (Spotting opportunities), ESCO (Team building, Community relations).

What Skills Do You Need to Succeed in Collaborative Workplaces?

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These aren’t just “nice-to-have” extras. They are the core of employability in modern, flexible workplaces. And they prepare learners for entrepreneurship, team projects, freelancing, and leadership, not just employment (World Economic Forum, 2025).

Tip

Trainer tipInvite learners to assess themselves on these skills. Ask:

“Which of these are your strengths? Which do you want to improve?”

Then track their growth across your course.

Learning from Real Places: Good Practices in Action

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Talking about collaborative business models is one thing; seeing them in action is another. Across Europe, real spaces are blending business, creativity, and education in ways that work. These examples show how CBMs can be powerful learning labs for young professionals, and how VET institutions can be a part of that ecosystem. Here are great examples from the Re-Work project, taken from our Good Practice Guide:

●Greenbizz (Belgium): Greenbizz is a sustainable business incubator that fosters collaboration between green start-ups and larger companies. It emphasises shared infrastructure, coaching, and access to collaborative ecosystems, aligning with CBM values. ●Impact Hub Athens (Greece): This model integrates collaborative workspaces directly into VET. It includes participatory governance, feedback loops from learners, and is grounded in social entrepreneurship. It actively involves users and stakeholders in space and curriculum co-development.

● Forwardspace (Estonia): Forwardspace operates as a coworking hub deeply embedded in its local innovation ecosystem. It features flexible memberships, shared infrastructure, frequent community events, and strong stakeholder involvement (including the Pärnu city government and Tehnopol Science Park). It runs on collaboration, user participation, and shared growth.

Learning from Real Places: Good Practices in Action

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What Do They Have in Common? ● Strong ties to VET institutions and training programmes ●Real spaces for hands-on learning, peer mentoring, and prototyping ●A commitment to community building, sustainability, and innovation ●Flexible infrastructure, often built around user feedback and bottom-up governance These aren’t just workplaces; they’re living classrooms where young people learn by doing.

Tip

Trainer Tip: Use pictures or virtual tours of coworking spaces, fab labs, or living labs to help learners visualise these environments.

How to Teach Collaborative Business Models in VET

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Learners bring life experience, motivation, and personal goals into your classroom. Your role is to create an environment where those strengths can thrive. That means: ● Respecting what learners already know and letting them build on it. ● Giving them space to lead, make choices, and shape the learning process. ● Connecting topics to their real-world needs and aspirations. ● Focusing on practice, not just theory; what matters is what they can apply. ● Creating a safe space, where mistakes are part of the learning journey. ● Keeping them actively involved; through discussion, co-creation, and real tasks. ● Offering support when needed, and adapting to different learning styles and levels.

Teaching CBMs isn’t about running through slides - it’s about simulating the real thing. Collaborative business models are built on co-creation, flexibility, and peer learning, and your classroom can reflect that. This section outlines how to teach CBMs by doing CBMs, using approaches that are interactive, inclusive, and learner-led (UNESCO International Centre for Technical and Vocational Education and Training, 2020). Collaborative Business Models are built on trust, shared responsibility, and personal growth, and so is great education. When teaching about CBMs, it helps to think less like a traditional instructor and more like a facilitator or coworking host.

How to Teach Collaborative Business Models in VET

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These are more than just teaching tips, they reflect the same mindset that makes collaborative workspaces successful: autonomy, mutual respect, and continuous growth. There is many methods that can help you teach CBM.

What Gets in the Way? Challenges - and What Educators Need

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Bringing Collaborative Business Models into VET isn’t always smooth. Even the best ideas need the right support. This section outlines the most common challenges, and the practical support VET educators say they need to succeed.

Tip

Trainer Tip: Don’t wait for perfect conditions; start with a small pilot, even if it’s just one group task or a virtual CBM simulation. The mindset shift begins with action.

The Future Is Collaborative - Let’s Prepare Learners for It

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Work is changing. Fast. And collaborative business models are leading the way, offering young professionals not just a place to work, but a new way of working. These models aren’t just about sharing space. They’re about sharing responsibility, building trust, solving real problems together, and creating communities that support learning and innovation. They give people the freedom to choose how they work, and the power to shape their environment. This is exactly why they matter in VET. When we teach Collaborative Business Models in vocational education, we’re not just teaching about new types of workspaces; we’re preparing students to:

Design projects with real impact, and real people in mind

Lead and participate in flexible, user-driven teams

Build community and culture wherever they work

And as educators, we’re not just adapting; we’re helping shape this future.

ANNEX I - CBM Dilemma Circle - Make the Tough Calls Together

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Materials Checklist: ● Printed or digital dilemma cards ● Role cards (optional: founder, intern, member, manager, etc.) ● Voting cards or a shared poll tool (Mentimeter, Google Forms) Step-by-Step Guide: 1. Setup & Role Assignment (10 min): Form groups. Assign roles and hand out the dilemma (see underneath). 2. Group Discussion (30 min): Teams discuss the issue, each role defending a point of view. Try to reach a consensus decision. 3. Decision Round (10 min): Each group shares their solution - and how they reached it (vote, discussion, compromise). 4. Meta-Reflection (15 min): What was hard about reaching a group decision? What helped? How did roles affect the outcome?

Purpose: This task helps to simulate the challenges of co-leadership and shared decision-making in CBMs using real-world inspired ethical or strategic dilemmas. Learning Objectives: ● Learners explore the dynamics of participatory governance ● Learners build critical thinking and empathy ● Learners Experience consensus-building in a democratic work setting Duration: 60–75 minutes Format: In-person (circle or U-shape) or online breakout rooms

Instruction continues on the next page

ANNEX I - CBM Dilemma Circle - Make the Tough Calls Together

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Possible roles:

● Start with light dilemmas; progress to more complex ones over time. ● Add an observation sheet for peer-assessment. ● Short on time? ○ Pre-assign groups and roles. ○ Limit the discussion to 15 minutes. ○ Limit the reflection time to 10 minutes. ● Real-World Link: Simulates the shared governance structures found in community-led coworking spaces like Working Space Madrid.

The Educator / Trainer You organise workshops in the space. You want learning to happen smoothly, and for members to grow. Your priorities: Access to space, supportive environment, scheduling clarity

The Community Builder Your focus is on inclusivity, culture, and member well-being. You’re always thinking about how decisions affect community spirit. Your priorities: Harmony, fairness, emotional safety

The Space Coordinator You handle operations and logistics. You’re not “the boss,” but people turn to you for structure and problem-solving. Your priorities: Practicality, conflict resolution, clear decisions

The FreelancerYou rely on the space for productivity and networking. You want things to work well, be quiet, and stay flexible. Your priorities: Focus, functionality, minimal disruption

Roles continue on the next page

ANNEX I - CBM Dilemma Circle - Make the Tough Calls Together

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Dilemma 1: The Disrespectful Member A member repeatedly ignores community rules about quiet zones, leaving the door open during calls and playing loud music. Several people have complained, but this person is a key contributor to group projects and has strong friendships in the space. What do you do? ● Do you confront them directly? ● Change the rules? ● Involve the whole community in a vote? ● Risk losing an otherwise valuable member? Dilemma 2: The Expansion Controversy Your CBM is at capacity. A funder offers you money to expand, but they want branding and control over certain decisions. Some members are excited, others are worried it will change the community spirit. What do you do? ● Accept the funding with conditions? ● Say no and stay small? ● Propose a middle ground? ● Put it to a vote?

Possible roles:

The New Member You’ve just joined. You’re still learning the norms and feel unsure about your voice in the group. Your priorities: Clarity, fairness, inclusion

The Innovator / Start-up Founder You’re building a product or launching a service. You love energy, resources, and growth, but need flexibility. Your priorities: Expansion, investment, speed, talent

Dilemma's continue on the next page

ANNEX I - CBM Dilemma Circle - Make the Tough Calls Together

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Dilemma 3: The Event Dispute Two groups want to host events on the same evening, one is a coding workshop, the other is a spoken word night. The space can only hold one event at a time. Both say their event is “core to the community.” What do you do? ● Prioritise based on mission? ● Choose randomly? ● Alternate? ● Re-evaluate how decisions like this are made? Dilemma 4: New Member Screening A prospective member wants to join, but some feel their values (e.g. working in crypto-mining, or political lobbying) don’t align with the community. There’s no clear policy.

What do you do? ● Let everyone in and stay open? ● Create a value-based screening policy? ● Start a member review committee? Dilemma 5: Burnout at the Core Your founding team is tired. Managing the space, events, and disputes is overwhelming. There’s no formal leadership or payment structure, but the community expects support. What do you do? ● Appoint paid managers? ● Rotate responsibilities? ● Limit what the CBM offers?

ANNEX II - Build-A-CBM Hackathon — Design a Collaborative Business in 90 Minutes

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Purpose: This fast-paced group challenge helps learners simulate the process of building a collaborative business model from scratch. It mirrors real-world startup jams and encourages participants to combine creativity, strategic thinking, and team collaboration; all essential in CBMs.

Delivery Format: Offline, online (via breakout rooms), or hybrid

Materials Checklist: ● Flipcharts, large paper, or digital whiteboards (Miro, Jamboard) ● CBM Canvas templates (printed or digital) ● Sticky notes or online equivalents ● Markers or drawing tools ● Optional: role cards, CBM prompt cards ● Timer, upbeat music playlist (optional)

Learning Objectives: By the end of the session, learners will be able to: ● Describe key elements of a Collaborative Business Model (CBM) ● Apply co-creation principles to design a shared-value work model ● Experience how roles, values, and decisions interact in a collaborative context ● Practise teamwork, time management, and pitching skills Estimated Duration: 90 minutes (can be shortened or extended)

ANNEX II - Build-A-CBM Hackathon — Design a Collaborative Business in 90 Minutes

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1. Set the Scene (10 minutes) Introduce the concept of Collaborative Business Models. Show 1–2 quick examples (e.g., Forwardspace, Working Space Madrid) using slides, video, or story snapshots. Announce the challenge: “Your team will create a collaborative business that solves a real problem; in 60 minutes!” Give teams a challenge prompt (or let them choose): ● Youth unemployment ● Creative freelancing ● Green entrepreneurship ● Local community regeneration ● Digital nomad support

ANNEX II - Build-A-CBM Hackathon — Design a Collaborative Business in 90 Minutes

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Announce the challenge: “Your team will create a collaborative business that solves a real problem; in 60 minutes!”

Give teams a challenge prompt (or let them choose): ● Youth unemployment ● Creative freelancing ● Green entrepreneurship ● Local community regeneration ● Digital nomad support 2. Form Teams & Assign Roles (5 minutes) Divide into groups of 3–5. Optionally assign or let learners choose informal roles: 1) Facilitator, 2) Timekeeper, 3) Presenter, 4) Designer, 5) Community Representative

3. Build Phase (50 minutes) Teams design their CBM using the canvas provided. Categories include: ● Mission & target group: Who is it for? What need does it meet? ● Shared services & resources: What will members access or co-use? ● Governance model: Who makes decisions? How? ● Revenue / funding model: How is it financially sustainable? ● Community culture: Events, rituals, feedback systems ● Physical/digital space: What does it look and feel like?

ANNEX II - Build-A-CBM Hackathon — Design a Collaborative Business in 90 Minutes

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Encourage teams to sketch layouts, add personas, or use storytelling. 4. Pitch & Share (15 minutes) Each group presents their CBM in 3–5 minutes to the rest of the class or a “jury” of peer reviewers. Optionally use a pitch rubric. 5. Reflection & Feedback (10 minutes) Facilitate a short debrief using questions like: ● What values shaped your CBM? ● How did your team make decisions? ● What would you keep or change? Adaptation Tips: Short on time? You can shorten the exercise by; a. Set the scene: Show only one example.

B. Form teams & assign roles: Pre-assign teams and roles. c. Build phase: Reduce the number of CBM canvas categories to the ones that are most important to your content. Offer pre-filled examples. For example: You could have a CBM Canvas that has already filled in the majority of the categories and only needs certain categories to be filled.d. Pitch & share: Limit the presentation time. ● Online format? Use breakout rooms, Miro boards, and shared pitch decks. ●For advanced learners: Add budget constraints or real stakeholder profiles Real-World Context Link:Inspired by startup jam sessions and CBM accelerators (e.g., Impact Hub Athens), this activity mirrors how real CBMs emerge through co-design, rapid iteration, and community feedback.

ANNEX III - CONTENT OF THE COLLABORATIVE BUSINESS MODEL CANVAS

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You can either download a Collaborative Business Model Canvas from the internet. To do so, search for it on your search engine. Otherwise, you can also try to create your own. These are the contents that are needed for the Canvas.

1. Target Users / Community: Who is this CBM for? What specific groups or individuals benefit? What are their needs, goals, or challenges? 2. Shared Value: What value does the CBM provide to members? What impact does it create socially, professionally, or economically? 3. Core Services & Shared Resources: What do members use, access, or co-create? (e.g., tools, mentorship, events, spaces) 4. Governance & Decision-Making: How are decisions made? What is democratic or participatory about your model? 5. Community & Culture: What values define your space? What rituals, norms, or codes of conduct support that culture? 6. Learning & Development: How does the CBM support learning, growth, or upskilling? (formally or informally)

7. Revenue & Funding Model: How is your space funded or financially sustained? (e.g., memberships, public grants, project fees) 8. Partnerships & Ecosystem: Who supports or interacts with the CBM? What institutions, networks, or allies are connected? 9. Communication & Engagement: How do you engage members? How is feedback collected and acted upon? 10. Space & Infrastructure: Describe your physical or digital workspace. What’s needed to make it inclusive, functional, and inspiring?

ANNEX IV - LESSON PLAN: From Idea to Impact: Designing Collaborative Business Models

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Objective: Learners understand, explore, and co-create collaborative business models. Duration: 3–4 hours (can be split into two sessions) Methods: Icebreaker, mini-lecture, gallery walk, co-design, pitching, reflection Materials Needed: CBM Canvas, flipcharts or Miro board, markers, sticky notes, example posters, projector/slides, optional role cards

Time

Title

Activity / Instruction / Materials

Objective

Introduce session goals: “Today we’ll explore what makes work truly collaborative, and design our own CBMs.” Material: Slide with agenda, verbal input

Welcome & Orientation

10 min

Introduction

Define CBMs and their principles (participation, shared value, flexibility). Show 2–3 short case examples (e.g. Impact Hub, Forwardspace). Material: Slides, short video, discussion prompt

Introduce key terms & shared values

20 min

What is a CBM?

Define CBMs and their principles (participation, shared value, flexibility). Show 2–3 short case examples (e.g. Impact Hub, Forwardspace). Material: Slides, short video, discussion prompt

Introduce key terms & shared values

What is a CBM?

20 min

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ANNEX IV - LESSON PLAN: From Idea to Impact: Designing Collaborative Business Models

3.12

Activity / Instruction / Materials Debrief in pairs or whole group

Time

Title

Objective

Teams of 3–5 complete the CBM Canvas: - Who is it for? - What shared value is created? - What services, structure, and space are involved? Facilitator supports reflection and collaboration. Material: CBM Canvas verbal input

Apply knowledge through co-creation

90 min

CBM Design Challenge

Each group presents their CBM to peers or a “community jury”. Peers give feedback (e.g., Clear? Collaborative? Creative?) Material: Feedback sheet

Practise communication and analysis

30–45 min

Pitch & Peer Feedback

Group debrief: What was hardest? What values did your team focus on? What surprised you?Individual takeaway: “One thing I’ll remember from today…” Material (optional): Paper or virtual board such as Miro.

Evaluate the process and deepen learning

Reflection & Wrap-Up

30 min

Flexible working methods and innovative new work environments

This chapter explores flexible working methods and innovative new work environments in the context of the RE-WORK project. Based on insights from WP2 (Skills Roadmap, Good Practice Guide) and WP3.1 (Co-Design Labs), it aims to support VET trainers in preparing young professionals for dynamic, self-managed and equitable work settings.

Learning Outcomes: ✅ Understand key flexible work models and their practical applications ✅ Identify benefits and risks of flexible environments ✅ Explore how physical and digital workspaces are evolving ✅ Practice inclusive planning for hybrid and remote teams

From the Great Resignation to flexible work

4.1

As a trainer, you’ve probably noticed that the world of work is shifting. This happens often quietly, but in major ways. This shift hasn’t been driven by new technologies alone, but by people, particularly younger generations, questioning how, where, and why they work. After the pandemic accelerated remote work and exposed the fragility of traditional structures, a growing number of professionals began to express disconnection, fatigue, and frustration. They no longer accepted inflexible hours, micromanagement, or environments that ignored well-being. For many, this marked the beginning of a deeper change; a redefinition of what work should look and feel like. Two movements have become symbolic of this shift. The first, widely known as the “Great Resignation,” saw individuals voluntarily leaving jobs not because of lack of work, but because of the quality of work environments.

The second, “quiet quitting,” was a less visible act: remaining in a job but withdrawing from the culture of overwork, choosing to focus only on what was necessary. Both responses reflect a shared desire for autonomy, balance, and a healthier relationship with work. These choices are not just personal. They are reshaping the expectations placed on workplaces and training systems. What was once considered “alternative”, like flexible schedules, hybrid teams, or working from outside the office, is now becoming part of the norm. For vocational education and training providers, this shift presents both a challenge and an opportunity. On one hand, traditional VET pathways often prepare learners for fixed routines, stable contracts, and predictable workplaces.

From the Great Resignation to flexible work

4.1

On the other hand, today’s learners are entering a world that demands adaptability, independence, and digital confidence. To stay relevant, training environments need to reflect the flexibility and fluidity that learners increasingly value, and will be expected to navigate. The aim of this module is to explore what flexible working methods and innovative work environments really mean, and how educators can bring these ideas into their classrooms in a way that prepares learners for a more responsive, resilient world of work.

Trainer tipAsk learners:

Tip

“Have you ever worked or studied in a place that felt too rigid or too chaotic? What made it feel that way?”

Use this to start a conversation about structure, autonomy, and the changing expectations of modern work.

What does Flexibility look like? Key models and methods

4.2

Flexibility in the workplace is not a single concept; it covers a wide range of arrangements that give workers greater control over when, where, and how they work. For younger professionals, flexibility often means the difference between feeling engaged or feeling trapped. It can enable better mental health, a stronger sense of purpose, and increased productivity, if implemented thoughtfully.There is no universal model. Flexibility takes different forms depending on the job, sector, and country context. In this chapter, several of the most relevant and emerging models are introduced, with attention to how they influence professional behaviours and expectations. One of the most common forms of flexibility relates to working hours. Instead of a fixed daily schedule, many companies and freelancers operate on systems such as:

• Flexitime: Employees choose their start and end times within a set range (e.g. between 7:00–10:00 a.m. start and 3:00–6:00 p.m. finish).
• Compressed Workweeks: Full-time hours are completed over fewer days, such as working four 10-hour days instead of five 8-hour ones.
• Results-Only Work Environment (ROWE): Focuses on output rather than hours, allowing workers to set their own schedules entirely.

These models directly respond to skill gaps identified in the RE-WORK Skills Report, particularly around time management, initiative, and digital autonomy. Introducing them in VET contexts supports learners in developing transferable, future-proof skills. They require learners to develop strong time management and self-discipline - skills you can help them practice through small project tasks or self-managed challenges.

What does Flexibility look like? Key models and methods

4.2

After 2020, remote work became more widely accepted. However, working from home is only one part of the picture:

• Remote Work: Performed entirely outside a traditional office, often from home or co-working spaces.
• Hybrid Work: A combination of office and remote work, with fixed or flexible patterns (e.g. two days in-office, three days remote).
• Work-from-Anywhere: Allows employees to operate from any location, including across countries, provided connectivity and outputs are maintained.

These approaches support geographical mobility and help organisations attract talent from beyond their immediate region, but they also raise new issues around team cohesion, legal frameworks, and digital infrastructure.

Flexibility can also be about how work is performed and managed:

• Asynchronous Work: Team members complete tasks on their own schedules rather than in real-time. This method is common in international or digital-first teams.
• Self-Managed Teams: Groups operate with minimal supervision, making decisions and organising workloads collectively.
• Agile and Iterative Workflows: Used especially in tech and design, these methods involve short cycles, feedback loops, and rapid adaptation..

In some organisations, roles are structured to allow sharing or shifting of responsibilities:

• Job Sharing: Two people share one full-time role, splitting hours, tasks, and responsibilities.
• Part-Time and Project-Based Roles: Professionals work reduced hours or are hired for specific tasks or periods, often under freelance arrangements.

These models are particularly relevant for people balancing work with caregiving, studies, or health needs.

What does Flexibility look like? Key models and methods

4.2

While flexible arrangements offer many benefits, they also require:

• High levels of self-organisation
• Strong digital communication skills
• The ability to manage boundaries between personal and professional life
• Clarity in goal setting and accountability

In this sense, flexibility is not the absence of structure, but the shift of responsibility from employer to employee, or from manager to team

Tip

Trainer tipAsk participants to identify which of these models they’ve experienced, either directly or indirectly.

What worked well? What felt difficult?

This can lead to a deeper discussion about readiness and preferences when it comes to flexible work.

Reimagining the workplace

4.3

The idea of “going to work” used to mean arriving at a fixed location, staying for a set number of hours, and then leaving again. But for an increasing number of professionals, that model no longer applies. Work has become more distributed, dynamic, and fluid, and the spaces where it happens are evolving as a result. This transformation affects not only where work takes place, but also how workplaces are designed, how teams interact, and what environments support productivity and well-being. Reimagining the workplace is about moving away from one-size-fits-all solutions and towards settings that respond to different roles, needs, and personalities. Think beyond desks and meeting rooms. Modern workplaces now include flexible zones for focus, creativity, rest, and connection. You can use this idea to inspire classroom layouts or reflection discussions. Organisations are investing in environments that offer flexibility, comfort, and a sense of belonging.

Reimagining the workplace

4.3

Key features include:

• Zoned layouts: Areas for deep focus, informal collaboration, quiet reflection, and social interaction
• Hot-desking and shared workstations: Employees choose where to sit depending on their tasks for the day
• Modular furniture: Moveable desks and walls allow for fast reconfiguration of spaces
• Biophilic design: Incorporating natural light, plants, and organic materials to improve mood and concentration
• Well-being spaces: Areas dedicated to rest, mindfulness, or movement (e.g., nap pods, yoga corners)

In addition, many employers are rethinking location entirely by supporting access to coworking hubs, community workspaces, or satellite offices closer to where people live.Let's dive into it!

Reimagining the workplace

4.3

For remote or hybrid teams, the workplace often exists online. A well-designed digital workspace combines multiple tools that replicate — and often enhance — real-world collaboration. Core components include:

Key elements of flexible work culture include:

• Trust in employees to manage their own time
• Encouragement of open dialogue about workload and well-being
• Clear, consistent communication practices
• Respect for different working styles and rhythms
• A workplace that supports these values can adapt to change more easily, and help its members thrive within it.

Reimagining the workplace means creating environments that work for diverse bodies, minds, and circumstances. This includes:

• Project management platforms (e.g., Trello, Asana, Notion)
• Communication tools (e.g., Slack, MS Teams, Discord)
• Virtual whiteboards and brainstorming apps (e.g., Miro, Jamboard)
• Cloud-based document sharing (e.g., Google Drive, SharePoint)

Reimagining the workplace

4.3

Reimagining the workplace means creating environments that work for diverse bodies, minds, and circumstances. This includes:

• Accessibility: Ramps, screen readers, adjustable lighting, and captioned video meetings
• Neurodiversity-friendly design: Low-stimulation zones, flexible seating, control over light and sound
• Support for caregiving: On-site childcare, flexible hours, remote options
• Community-building features: Shared meals, open events, or peer mentoring spaces

When physical or digital spaces are not designed with inclusion in mind, they become a barrier rather than a support. That’s why flexibility must always go hand-in-hand with equity. Space is not only physical or digital; it’s also cultural.

Trainer tipAsk learners to consider physical layout, tools available, rules in place, and overall atmosphere. Then compare their designs and explore what principles they share, and where they differ.

Tip

4.4

Benefits and risks of flexible work

Flexible working methods are often presented as a win-win solution, offering better work-life balance for individuals and greater efficiency for organisations. While these benefits are real, flexibility also brings challenges that are not always visible at first glance. For VET learners and professionals, it is essential to understand both sides in order to prepare for the complexities of modern working life. This dual perspective was echoed in the WP3.1 Co-Design Labs, where trainers noted the importance of teaching learners how to manage remote work challenges like isolation, unclear expectations, and digital fatigue.

● Geographical Inclusion: Remote and hybrid models can open job opportunities to people living in rural or underserved areas, or to those who face mobility challenges. ●Adaptability to Change: Organisations that adopt flexible structures tend to adjust more easily to external shocks, such as public health crises or economic disruptions.

Flexible work offers multiple advantages that can enhance both personal and professional wellbeing. Some of the most frequently cited benefits include:

● Work-Life Integration: Being able to adapt working hours or location can help individuals balance personal responsibilities, reduce commuting stress, and gain more control over daily routines. ●Increased Autonomy and Motivation: Flexible systems often encourage self-direction, giving workers more responsibility for their own outputs. This sense of trust can lead to higher motivation and satisfaction. ● Attraction and Retention of Talent: Companies that offer flexible options are often more attractive to younger professionals, parents, carers, and those seeking better mental health conditions.

4.4

Benefits and risks of flexible work

Despite the positive aspects, flexibility is not automatically beneficial — and it can create new forms of pressure or inequality if not managed properly. Key concerns include:

● Unequal Access: Not all roles or sectors allow for the same level of flexibility. In many organisations, access to flexible arrangements still depends on seniority or managerial discretion. ● Lack of Structure: Some individuals thrive in flexible systems, while others may struggle without routine or clear expectations — especially in early career stages. ● Technology Dependence: Digital platforms enable flexibility, but they also introduce risks such as over-surveillance, constant notifications, and exclusion of those with limited digital access or skills.

● Blurred Boundaries: Your learners may already feel this. When work happens ‘anytime, anywhere,’ it’s easy to lose track of boundaries. A class discussion on work-life balance can help them identify personal strategies before entering flexible roles. Many remote or freelance workers report difficulty “switching off,” leading to burnout or anxiety. ● Isolation and Disconnection: A lack of daily interaction with colleagues can reduce a sense of belonging and make collaboration more difficult, especially for younger professionals or new team members.

4.4

Benefits and risks of flexible work

Whether flexibility is experienced as a benefit or a burden often depends on context:

● Is the flexibility voluntary or imposed? ● Are clear expectations and boundaries in place? ● Do people have the skills and support to manage autonomy?

These questions highlight why flexibility should not be introduced as a shortcut or trend, but as part of a broader culture of trust, communication, and wellbeing.

Tip

Trainer tipInvite learners to conduct a personal SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) on their experience or expectations of flexible work. Then facilitate a discussion on how risks could be reduced and benefits maximised — both individually and collectively.

Skills for thriving in flexible and hybrid contexts

4.5

Flexible and hybrid work models offer many possibilities, but they also change what it means to be “work-ready.” It’s no longer enough to know how to follow instructions or perform a task; workers must now navigate complexity, manage autonomy, and maintain communication without being physically present. This shift requires a new set of skills that support success in more independent, digitally mediated environments. When time and location are not fixed, the ability to stay organised becomes essential. This includes:

● Planning and prioritising tasks without direct supervision●Setting and respecting personal working hours and boundaries●Keeping track of progress and following through on commitments Flexible and hybrid work models offer many possibilities, but This is not just about using tools — it’s about building digital presence and maintaining connection across distance

Skills for thriving in flexible and hybrid contexts

4.5

Many flexible work challenges arise not from lack of motivation, but from unclear routines. Helping learners build routines that work for them, and learning to adapt them, is a core skill. In hybrid and remote settings, much of the interaction happens through text, video, or asynchronous messages. Workers need to: ● Write clearly and concisely for digital channels● Know when to choose email, chat, or video● Be aware of tone and inclusion when not speaking face-to-face● Manage shared documents and platforms responsibly

Skills for thriving in flexible and hybrid contexts

4.5

workers are often expected to solve minor issues on their own and seek solutions when plans change. This includes: ● Taking initiative to ask questions or offer improvements● Adapting to new tools, workflows, or client needs●Managing uncertainty or shifting priorities without losing direction

Collaboration in flexible teams depends on more than tools. Workers must be able to: ● Recognise and respond to the needs and moods of others● Practice empathy in communication● Be proactive in offering or asking for help● Navigate cultural and generational differences within teams Flexible work can create distance, so it’s crucial to actively aintain connection and clarity — especially when misunderstandings are easier.Without constant oversight,

Skills for thriving in flexible and hybrid contexts

4.5

These behaviours show adaptability — one of the most valued traits in a fast-changing work environment. In flexible settings, results matter more than visibility. Workers who build trust with their teams and clients tend to: ● Deliver work consistently and on time● Communicate delays or issues early● Maintain transparency about progress● Respect shared deadlines, even without supervision

Tip

Trainer tipAssign learners to small “remote teams” and give them a short task (e.g., creating a short pitch, plan, or infographic). They must complete it using only digital tools (chat, shared docs, video calls) and without face-to-face communication. After the task, debrief as a group: What worked? What was difficult? Which skills were most useful?

Inclusive and equitable flexible work

4.6

In theory, flexible work benefits a wide range of people:

• Parents and caregivers managing home responsibilities
• People with disabilities or chronic health conditions who may need to work from accessible or controlled environments
• Young professionals without long-term contracts who value mobility
• Individuals in rural areas with limited access to jobs in major cities

However, when flexible work is not matched by the right support structures, the benefits may only be accessible to those with:

• A strong internet connection and digital devices
• A quiet and suitable workspace at home
• Prior experience with digital communication
• Confidence in self-management

These conditions are not equally distributed, and so, equity must be actively designed.

Inclusive and equitable flexible work

4.6

Common challenges to equitable participation include:

• Digital Divide: Not everyone has stable internet access or digital fluency. Without training and support, some groups are excluded from remote or hybrid options.

• Invisible Work: Care work, emotional labour, and coordination often fall disproportionately on women or junior staff. In flexible settings, this work can go unnoticed or undervalued.

• Bias in Visibility: When managers only see in-office staff, remote workers may be overlooked for promotions, feedback, or leadership roles — even if their output is equal.

• Exclusion of Neurodivergent Individuals: Some flexible environments create overstimulation or confusion for individuals with ADHD, autism, or other neurological differences if there are no clear norms.

• Lack of Policy Clarity: Without clear rules, flexible arrangements can become inconsistent — offered to some but not to others or withdrawn unpredictably.

Inclusive and equitable flexible work

4.6

To make flexible work more inclusive, organisations and educators should consider:

• Access for All: Ensure that remote and hybrid opportunities are not limited to certain roles or income levels. Provide tools, training, and infrastructure where needed.

• Clarity and Consistency: Define expectations and rights related to flexibility. Avoid making it a privilege based on trust or seniority alone.

• Support for Collaboration: Foster habits and systems that keep all workers visible and involved, regardless of location or schedule.

• Cultural Awareness: Recognise that experiences of flexibility differ across age, gender, culture, and ability. Avoid assumptions about what “works for everyone”.

• Feedback Loops: Create mechanisms for all staff or learners to share their experiences with flexible systems, and use that input to improve them.

4.7

3.5

Teaching flexibility in VET

Educators can do this by:

• Offering choice in how learners’ complete assignments (e.g., written, visual, or audio formats)
• Allowing flexible deadlines where appropriate, to mirror real-life task management
• Encouraging asynchronous collaboration (e.g., shared documents or forums)
• Designing project-based learning that mimics flexible, team-oriented work environments
• Building in periods for self-reflection and feedback loops

These strategies help develop the same self-management, communication, and autonomy skills required in flexible work settings.

Vocational Education and Training plays a crucial role in shaping not only what learners know, but also how they think about work. As flexibility becomes more central in modern careers, it is no longer enough for learners to be aware of flexible work models, they also need to experience and practise flexibility during their training journey. This means that VET programmes must begin to embed flexible thinking not only in their content, but in their teaching approaches. Doing so prepares learners for dynamic workplaces where adaptability, initiative, and collaboration across contexts are essential. Don’t worry. Embedding flexibility doesn’t mean giving up structure. It means giving learners more choice and agency within that structure. You can start small, like letting them pick how they submit an assignment. Video, written, or visual.

4.7

3.5

Teaching flexibility in VET

Traditional classroom models often position the educator as the sole source of instruction. Flexible thinking requires a shift toward shared responsibility and dynamic roles, such as:

• Learners acting as project leaders or peer mentors
• Co-creating rules or timelines with students for group tasks
• Rotating team members to mimic diverse collaboration styles
• Encouraging self-paced learning for parts of the curriculum

This approach fosters a sense of ownership and encourages learners to take responsibility for their own outcomes — a key mindset in hybrid and remote work cultures.

• To normalise flexible work behaviours, educators can:
• Share real-life examples of professionals working in flexible models
• Use role plays or simulations to explore hybrid team dynamics
• Include guest speakers who work remotely or in alternative settings
• Visit or virtually tour coworking spaces or remote-first companies
• Discuss current challenges like digital overload, isolation, or self-motivation

4.7

3.5

Teaching flexibility in VET

Making flexibility visible, both its benefits and its limits, helps learners develop realistic expectations and practical strategies.While embedding flexibility is valuable, it is not always easy. VET providers may face:

• Fixed funding or policy frameworks that limit curricular innovation
• Rigid schedules tied to physical classroom availability
• Uneven access to digital tools for both staff and learners
• Limited training for educators on how to teach in flexible or hybrid ways

Recognising these barriers allows institutions to advocate for change and invest in staff development, infrastructure, and pedagogical support.

Tip

Trainer tipAsk learners to review one of their past learning experiences and redesign it as a “flexible assignment.” What could have been done remotely? What choices could have been added? How would outcomes be measured?

Case Studies: Real-World Examples of Flexible Work Environments

4.8

3.5

Understanding flexible work requires more than theory. Real-world examples help learners and trainers see how flexibility is applied in actual work environments, how it supports different needs, and where it may fall short. The following four case studies highlight how diverse organisations across Europe have embraced flexibility in response to evolving workforce expectations. Each case offers lessons on the benefits, challenges, and conditions that shape effective flexible work strategies. These examples show that flexible work is not one-size-fits-all. It takes different forms depending on goals, resources, and people involved. Whether through telework, coworking, or reduced hours, the key to successful flexibility lies in clear expectations, inclusive practices, and sustained communication.

Case 1: Portugal – Rethinking Telework After COVID-19

Case 2: Estonia – Coworking as a Community Response

Case 3: UK Tech Sector – 4-Day Week Foundation Pilot

Link to study

Link to study

Link to study

ANNEX I – Design a fair and flexible work plan

4.9

Purpose: This task allows learners to explore the real-world complexity of creating flexible work arrangements in a team setting. It emphasizes empathy, negotiation, and understanding diverse needs. Learning Objectives:

• Learners apply key concepts of flexibility, equity, and inclusion
• Learners experience balancing individual and organisational needs
• Learners practise communication, decision-making, and compromise

Duration: 60 minutes Format: In-person or online

Materials Checklist:

• Printed or digital Team Profiles Sheet (fictional team members with needs/preferences)
• A Company Scenario (small business or NGO)
• Work Arrangement Templates (visual tools for sketching hybrid schedules, responsibilities, etc.)
• Sticky notes or shared whiteboard (e.g. Miro)

Instruction continues on the next page

ANNEX I – Design a fair and flexible work plan

4.9

Step-by-Step Guide: 1. Brief & Scenario setup (10 min):Present the company scenario: A small organisation wants to adopt a more flexible work model. Learners are assigned as the "flexibility task force" responsible for developing a plan. Distribute the fictional team profiles — e.g., a single parent, a neurodivergent designer, a rural-based freelancer, a recent graduate without home office setup 2. Group Discussion - Design Phase (30 min): Teams work together to create a flexible work plan that meets both business goals and individual needs. They must: Propose a weekly schedule Define communication rules and meeting norms Address inclusion and accessibility challenges Agree on performance and accountability guidelines

3. Presentation and Peer review (10 min):Each group presents their plan to the full class. Other teams ask questions or offer feedback: What’s fair? What might not work?4. 4. Reflection (15 min): Facilitator leads a group discussion:What was easy or difficult about designing a fair plan?Did certain needs get prioritised more than others?How did your team balance flexibility and structure? 5. Optional Add-ons: Include a “curveball” (e.g., budget cuts, sudden sick leave) midway through the design phase Assign roles in the group (e.g., HR manager, team member, external consultant) to increase realism

ANNEX II - Roleplay Simulation: Managing Conflict in a Flexible Team

4.9

This activity gives learners the chance to explore how flexible work environments can lead to tensions — and how those tensions can be navigated through communication, empathy, and structured decision-making. It complements Chapters 3 (Reimagining the Workplace), 5 (Inclusive and Equitable Flexible Work), and 7 (Embedding Flexible Thinking in VET). Purpose: To simulate the interpersonal and organizational challenges that arise when different expectations of flexibility collide — and to practice resolving those tensions collaboratively. Learning Objectives:

• Learners identify competing priorities in team-based flexible work
• Learners practise problem-solving in inclusive, hybrid settings
• Learners develop communication and mediation skills

Duration: 60 minutes Format: Offline or online. Small groups (3–5 learners) with a facilitator or trainer. Can be adapted for classroom or workshop use. Materials Checklist:

• Printed or digital Conflict Scenario Cards (included below)
• Optional Role Briefs (e.g., Team Lead, HR Rep, Employee A, Employee B)
• A whiteboard, flip chart, or shared online board for group summary
• Timer (to structure phases)

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ANNEX II - Roleplay Simulation: Managing Conflict in a Flexible Team

4.9

• What strategies helped or hindered the discussion?
• Encourage teams to sketch layouts, add personas, or use storytelling.

4. Whole class reflection (20 minutes) Facilitator leads a reflection: How realistic did the conflict feel? What surprised you about the other roles? What does this tell us about flexibility in real workplaces? 5. Reflection & Feedback (10 minutes) Facilitate a short debrief using questions like: What values shaped your CBM? How did your team make decisions? What would you keep or change?

Step-by-Step Guide: 1. Brief & Group Assignment (10 minutes): Divide learners into small groups. Each group receives one Conflict Scenario (below). Assign roles within each group: all participants will roleplay characters involved in the situation. 2. Role play discussion (25 minutes): Groups roleplay the situation in real time. They must: Listen to each character’s concerns and point of view Identify the core conflict and what each person values Work toward a shared, flexible solution that balances needs 3. Group Debrief & Outcome Sharing (10 minutes): Each group briefly presents their case:

• What was the conflict?
• What solution did they reach (if any)?

ANNEX II - Roleplay Simulation: Managing Conflict in a Flexible Team

4.9

Conflict scenario cards Scenario 1 – “The Monday Meeting” Your hybrid team has a weekly in-person meeting every Monday. Two team members now live far away and want to attend online. One senior colleague insists the meeting only works when everyone is in the room. Roles: Remote worker, Senior staff, Team lead, HR Scenario 2 – “Shifting Deadlines” A project deadline was delayed due to a staff illness. The flexible schedule means some team members are not online at the same time to coordinate. Tensions are rising. Roles: Project lead, Junior staff, HR, External partner Scenario 3 – “Coworking or Chaos?” Three freelancers share a coworking space provided by the organisation. One loves silence, another hosts frequent client calls, and a third plays music while working.

Roles: Freelancer A, Freelancer B, Space Manager Scenario 4 – “The Fairness Debate” Your NGO offers flexible work, but some staff feel they do more visible work because they’re always in the office, while others feel excluded when decisions are made informally onsite.Roles: Office-based staff, Remote-based staff, Manager

Tip

Trainer tipEncourage learners to fully inhabit their roles — and to stay in character during the simulationAfter the simulation, always return to real-life connections: “Have you seen or experienced something similar?”Optionally, introduce “escalation” events during the discussion (e.g., budget cuts, staff turnover, client complaint)

ANNEX III - LESSON PLAN: Collaborative Planning for a Flexible Workplace

4.9

Objective: By the end of this session, learners will be able to: Recognise the main dimensions of flexible work (time, location, communication, accountability) Understand the challenges of inclusivity and equity in flexible work models Collaboratively design a fair, flexible policy tailored to diverse team needs Reflect on the intersection of flexibility, productivity, and workplace dynamics Duration: 2,5 hours Materials Needed: Printed or digital Team Profiles Sheet (Annex II) Scenario handout (organisation background) Group work template (schedule grid, communication matrix, inclusion checklist) Whiteboard / flipchart / Miro (for synthesis and feedback) Timer, markers, optional role tags

Time

Title

Activity / Instruction / Materials

Objective

Welcome and set expectations. Explain the goal: build a team-based flexible work plan that balances individual needs and organisational goals. Introduce key terms (flexibility, inclusion, work-life balance, hybrid work, equity). erbal input

15 min

Introduction

Introduction & Framing

Group brainstorm: “What makes flexible work fair?” Document keywords. Prompt discussion on common assumptions and tensions in real-life settings.

15 min

Warm-up Discussion

Introduction

Present the fictional organisation (e.g., a small nonprofit transitioning to hybrid work). Assign teams and distribute character profiles. Clarify roles and goal: design a flexible, inclusive team plan.

Introduce scenarios and group setup

15 min

Scenario Briefing & Group Setup

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ANNEX III - LESSON PLAN: Collaborative Planning for a Flexible Workplace

4.9

Objective: By the end of this session, learners will be able to: Recognise the main dimensions of flexible work (time, location, communication, accountability) Understand the challenges of inclusivity and equity in flexible work models Collaboratively design a fair, flexible policy tailored to diverse team needs Reflect on the intersection of flexibility, productivity, and workplace dynamics Duration: 2,5 hours Materials Needed: Printed or digital Team Profiles Sheet (Annex II) Scenario handout (organisation background) Group work template (schedule grid, communication matrix, inclusion checklist) Whiteboard / flipchart / Miro (for synthesis and feedback) Timer, markers, optional role tags

Time

Title

Activity / Instruction / Materials

Objective

Teams begin designing work schedules, meeting rhythms, and communication flows. Use a template or whiteboard grid to visually map weekly routines. erbal input

Design Round 1 – Scheduling & Work Style

Design Rounds

15 min

Teams identify at least three inclusion-focused actions (e.g., tech support for remote workers, asynchronous options, meeting-free days). They should note potential barriers and how to mitigate them.

Design Round 2 – Inclusion & Accessibility Measures

15 min

Design Rounds

Now focus on how success and responsibility are tracked: what does “doing your job well” look like in a flexible setting? What kind of check-ins or shared norms are needed?

Design Round 3 – Performance & Accountability

15 min

Design Rounds

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ANNEX III - LESSON PLAN: Collaborative Planning for a Flexible Workplace

4.9

Objective: By the end of this session, learners will be able to: Recognise the main dimensions of flexible work (time, location, communication, accountability) Understand the challenges of inclusivity and equity in flexible work models Collaboratively design a fair, flexible policy tailored to diverse team needs Reflect on the intersection of flexibility, productivity, and workplace dynamics Duration: 2,5 hours Materials Needed: Printed or digital Team Profiles Sheet (Annex II) Scenario handout (organisation background) Group work template (schedule grid, communication matrix, inclusion checklist) Whiteboard / flipchart / Miro (for synthesis and feedback) Timer, markers, optional role tags

Time

Title

Activity / Instruction / Materials

Objective

Each group presents their plan (5–7 mins per group). Peers listen and prepare feedback using 3 prompts: (1) What's strong? (2) What's unclear? (3) What would be difficult to apply in real life? erbal input

Presentations – Round 1

Presentations

15 min

Groups rotate and give feedback to each other or revise their plans based on input. Trainer can pose challenges (e.g., new hire with accessibility needs) to force adaptive thinking.

Feedback & Iteration

15 min

Feedback & Iteration

Full-group debrief: - What was the hardest compromise? - Did everyone get heard in your group? - How did role dynamics shape your process?

Reflection & Group Discussion

Reflection & Group Discussion

20 min

Recap key lessons. Encourage learners to think how this experience might apply to real workplaces or their own training environment. Optional: assign a reflection journal or individual version of the team plan.

Wrap-Up & Takeaways

Wrap-Up & Takeaways

10 min

Introduction:

Self-employment in Collaborative frameworks

This module helps you show your learners how self-employment can thrive when it happens in collaborative frameworks like coworking spaces. You’ll help them see how working “for yourself” doesn’t have to mean working “by yourself.” You’ll also help them build the skills they need to succeed: adaptability, networking, self-motivation, and a collaborative mindset. This is your chance to respond to quiet quitting and the great resignation by giving your learners tools to create vibrant, connected careers.

Learning Outcomes: ✅ Describe different types of collaborative self-employment models (e.g., coworking, hubs, cooperatives). ✅ Analyze the benefits and risks of self-employment within collaborative frameworks. ✅ Apply core collaborative competencies (communication, adaptability, self-motivation, etc.) to real-world work scenarios. ✅ Design an initial self-employment action plan that incorporates coworking or collaborative support structures

Activities

5.1

2. What Are Collaborative Frameworks — And Why Do They Help Self-employed People?

What is Collaborative Self-Employment? In the evolving freelance economy, young professionals increasingly seek work models that balance autonomy with connection. Collaborative self-employment offers a viable path: individuals work for themselves while sharing tools, spaces, ideas, and support with others through coworking hubs, incubators, cooperatives, and creative labs. This chapter explores the benefits and structures of collaborative self-employment, equipping VET trainers to guide learners into careers that are both independent and connected.

Understanding Collaborative Frameworks Collaborative frameworks, such as coworking spaces, incubators, hubs, and makerspaces, are rapidly growing environments that allow self-employed professionals to work alongside others while sharing resources, ideas, and knowledge (Micek et al., 2024). They offer more than just physical space, they create communities that foster collaboration and innovation. ( Bouncken, R. B., & Reuschl, A. J, 2018). Let's define the key types of collaborative frameworks:

5.1

Why Collaborative Frameworks Make Self-employment More Sustainable and Fulfilling

Self-employment can offer independence, but it often leads to challenges like isolation and limited resources. Collaborative frameworks, such as coworking spaces, incubators, and hubs, make self-employment more sustainable by providing several key advantages:

1. Community Support: These spaces combat isolation by fostering a supportive community where self-employed professionals can share experiences, get feedback, and stay motivated (The Isolation Of Self-employment: How To Combat Loneliness And Build A Support Network | Able Futures Mental Health Support Service, 2025). 2. Access to Shared Resources: Collaborative spaces provide access to tools, equipment, mentorship, and networking opportunities that may be too costly for self-employed individuals to afford on their own (LinkedIn, 2024)

3. Learning by Doing: These environments promote hands-on learning through workshops, peer mentoring, and collaborative projects, helping professionals continuously grow and apply their skills in real-world settings (Space, 2025). 4. Networking and Collaboration: Coworking spaces encourage interaction with professionals from diverse industries, creating opportunities for collaboration, partnerships, and new clients (Coworking, 2024).

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Why Collaborative Frameworks Make Self-employment More Sustainable and Fulfilling

5. Flexibility and Autonomy: Collaborative frameworks offer the freedom to set your own schedule and work environment, giving self-employed professionals the autonomy they desire without the rigid structure of traditional offices. (Dell’Aversana y Miglioretti, 2024b) By offering community, shared resources, and continuous learning, collaborative frameworks significantly improve the sustainability and fulfillment of self-employment.

Tip

Trainer Tip: Show Photos or Videos of Collaborative Spaces in Action.

Skills You Need to Thrive as a Self-employed Professional in Collaborative Spaces

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3.1. SKILLS Unlike traditional office environments, collaborative spaces offer flexibility and community but also require individuals to manage their own schedules and responsibilities. In this context, there are five core skills that are particularly crucial for success: communication and collaboration, self-management, adaptability, self-motivation, and networking. Communication & Collaboration: These are foundational skills for success in coworking spaces. Clear expression, active listening, and effective teamwork are critical for building meaningful relationships and maximizing shared resources (Bouncken, R. B., & Reuschl, A. J., 2018). Self-management & Time: In a collaborative environment, you control your schedule. Effective time management is necessary to balance work tasks, networking, and skill development. (Baker, S. 2017).

Adaptability: Collaborative spaces are dynamic and constantly changing. Being flexible and able to adjust to new people, tools, and environments is key to thriving in these settings. (Williams, J., & Miro, M. 2019). Self-motivation: As a self-employed individual, staying productive without supervision is essential. Setting goals and creating incentives help maintain focus and drive. (Pink, D. H. 2009). Networking: The ability to connect with others and form professional relationships in a coworking space is crucial for expanding your business and discovering new opportunities. (Laloux, F. 2014).

Graph with essential Skills for Self-employment in Collaborative Spaces on the next page

Skills You Need to Thrive as a Self-employed Professional in Collaborative Spaces

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Essential Skills for Self-employment in Collaborative Spaces

Skills You Need to Thrive as a Self-employed Professional in Collaborative Spaces

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LINKING TO EU FRAMEWORKS The following EU-aligned skills are essential for success: ● EntreComp: Spotting opportunities, Mobilizing resources, Valuing ideas. ● LifeComp: Self-regulation, Empathy, Collaboration. ● ESCO: Communication, Digital collaboration, Networking. Success in collaborative workspaces as a self-employed professional hinges on mastering these five key skills. By focusing on communication, time management, adaptability, self-motivation, and networking, you can make the most of the collaborative environment and create a fulfilling, sustainable career path. These skills not only help you navigate the challenges of coworking spaces but also empower you to grow, learn, and build valuable relationships within the community.

Tip

Trainer Tip:Self-assessment Activity Have learners reflect on their own strengths and areas for improvement in these five skill areas. Encourage them to identify which skills they feel most confident in and which ones need more work. You can use a simple self-assessment checklist or a more detailed SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) for this. Activities and Workshop in Annex: EXPERIENTIAL TRAINING EXERCISE 🧩 Trainer Prompt: Which of these skills are most underdeveloped among your learners? How can coworking help them improve?

Learning from Real Places: Good Practices and Real-life Examples

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4.1. Showcasing European Examples of Collaborative Frameworks Supporting Self-employment Collaborative frameworks across Europe provide practical examples of how shared spaces can support self-employed professionals. These spaces foster community, shared learning, and sustainability while offering resources for growth. Here are a few notable examples: These examples demonstrate the power of community, shared resources, and the commitment to sustainability in collaborative spaces, offering a supportive environment for self-employed professionals.

Learning from Real Places: Good Practices and Real-life Examples

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Collaborative frameworks across Europe, such as Impact Hub Athens, Greenbizz, and Forwardspace, exemplify how coworking spaces can foster success for self-employed professionals. These spaces not only provide essential resources like mentorship, funding, and networking opportunities, but they also promote community, shared learning, and sustainability. By offering an environment that prioritizes mutual support, skill exchange, and eco-friendly practices, these collaborative spaces enable individuals to grow professionally while contributing to broader social and environmental goals.

What They Have in Common

Community

Sense of belonging and mutual support, helping individuals stay motivated and connected.

Community

Continuous opportunities for skill-sharing, mentoring, and knowledge exchange.

Shared Learning

Promote eco-friendly practices and often focus on supporting green or social enterprises, making them not only business-focused but socially and environmentally responsible.

Sustainability

How to Teach and Facilitate This Topic in VET

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3. Focus on Experiential Learning Incorporate activities that let learners learn by doing. Use real-world scenarios, case studies, and hands-on tasks that simulate self-employment in collaborative spaces. This helps learners gain practical, actionable skills. 4. Use Project-based Tasks Projects encourage collaboration and problem-solving. Ask learners to design a collaborative workspace or create a business model. This promotes teamwork and critical thinking while applying theoretical knowledge in a practical context. 5. Incorporate Role Plays and Debates Role-playing and debates help learners experience different perspectives and practice essential soft skills, like communication and negotiation. For example, simulate a collaborative decision-making process or hold a debate on the future of coworking spaces.

Effective training in collaborative workspaces requires a shift in approach from traditional, top-down teaching methods to a more facilitative, co-creative style. In these environments, trainers act as guides, empowering learners to explore, collaborate, and problem-solve together. This approach fosters active learning and helps learners build skills not only in their professional field but also in collaboration, communication, and self-regulation.

1. Act as a Facilitator, Not a Lecturer In collaborative settings, your role is to guide and support rather than dictate. Encourage learners to explore ideas, solve problems together, and share their experiences. This approach fosters a sense of ownership and active learning. 2. Create a Co-creative, Safe Learning Environment Make sure learners feel comfortable sharing their thoughts openly. Use icebreakers and group activities to build trust. Allow mistakes to be part of the learning process and encourage constructive feedback.

How to Teach and Facilitate This Topic in VET

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Collaborative Freelancer Board

How to Teach and Facilitate This Topic in VET

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Key skills for success in these environments are highlighted, such as communication, adaptability, time management, and networking. Practical advice is also given for trainers and facilitators to help learners build their self-employment paths using real-life examples, experiential activities, and action plans The European Commission (2016). The conclusion emphasizes the importance of these frameworks in supporting young professionals in creating vibrant, resilient careers within collaborative settings.

CONCLUSION The document outlines how coworking and collaborative workspaces can provide crucial support for young professionals and entrepreneurs who are navigating the challenges of the modern workplace, particularly in light of issues like quiet quitting and the Great Resignation. It focuses on the importance of fostering self-employment within collaborative environments, where individuals can gain both independence and community support (Cohen, B., & Kietzmann, J., 2014). The chapter explains the benefits of collaborative frameworks, such as coworking spaces, incubators, and innovation hubs, which offer shared resources, networking opportunities, and a sense of community that is often lacking in solo entrepreneurship. These spaces allow individuals to thrive by providing access to tools, mentorship, and collaboration, making self-employment more sustainable and fulfilling.

KEY TAKEAWAYS ● Collaborative self-employment balances freedom and support. ● Coworking spaces and hubs mitigate isolation and accelerate growth. ● VET trainers play a crucial role in developing core collaboration competencies. ● Real-world, participatory learning boosts confidence and relevance.

ANNEX - EXPERIENTIAL TRAINING EXERCISE

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Activity 1: Team Radar: Mapping Our Collective Strengths

Goal To help learners identify and visualize their individual and shared strengths within a team, laying the groundwork for self-employment initiatives in collaborative environments like coworking spaces. Learning Purpose: ● Professional self-awareness ● Collaborative thinking ● Strategic planning in shared work contexts Description This guided activity enables participants to map their personal strengths and uncover team synergies using a radar chart. Through collaboration, learners identify common or complementary skills and reflect on how these might be used in real-world coworking scenarios.

The exercise draws on experiential learning and demonstrates how collaborative frameworks (coworking spaces, incubators, hubs) offer not only physical resources but also valuable social capital that supports sustainable self-employment. Format: In-person, online or hybrid Duration: 40 minutes

ANNEX - EXPERIENTIAL TRAINING EXERCISE

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Activity 1: Team Radar: Mapping Our Collective Strengths

Instructions:

Group identifies shared or complementary skills

Form teams 4-5 learners

Each maps their top 3 professional skills on a radar chart

Reflection: What projects could this team take on together? What gaps remain? Materials: Printed or digital radar chart template, video or photo slideshow of coworking spaces (e.g., Impact Hub Athens, Greenbizz, Forwardspace), markers, flipchart or digital tools (e.g., Miro, Jamboard)

ANNEX - EXPERIENTIAL TRAINING EXERCISE

5.5

Activity 1: Team Radar: Mapping Our Collective Strengths

Trainer’s Role: 1. Set Up (10 min): Begin by introducing the concept of collaborative spaces (coworking, incubators, hubs). Show a video or slideshow highlighting a variety of these spaces. You can use spaces like Impact Hub Athens, Greenbizz, or Forwardspace as examples. You always can consult our Good Practice Guide. 2. Team formation (5 min): Divide participants into small teams of 4–5 people. 3. Radar Mapping (10 min): Each learner identifies their top 3 professional strengths (technical or soft skills) and plots them on an individual radar chart. Then, teams merge their inputs into a shared “team radar.”

5. Reflection (5 min): Facilitator leads a brief discussion: ● What kind of project could this team launch in a coworking space? ● What resources or skills would they need to add? ● How might their potential change in isolation vs. a collaborative environment? Suggestions for Adaptation: ● Short on time? Skip the video and show just 1–2 photos of spaces, leading directly into discussion. ● For hybrid format: You can use online platforms like Zoom, with screen sharing and breakout rooms for discussions.

4. Group Synthesis (10 min): Teams analyze their collective skill map: ● Which skills are shared?● Which ones are unique or complementary?● What gaps can be identified?

ANNEX - EXPERIENTIAL TRAINING EXERCISE

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Activity 1: Team Radar: Mapping Our Collective Strengths

Links to Real-World Context: ● Greenbizz (Belgium): A sustainable business incubator supporting green startups. ● Impact Hub Athens (Greece): A space where VET and coworking integrate, offering mentorship and collaborative events. ● Forwardspace (Estonia): A flexible coworking space designed for freelancers and emerging startups.

ANNEX - EXPERIENTIAL TRAINING EXERCISE

5.5

Activity 2: Skill-building Roleplay: Balancing Freelance Priorities

Goal To simulate a week in the life of a freelancer and help learners practice task prioritization, time management, and balancing multiple responsibilities in a collaborative self-employment setting. Learning Purpose: ● Time management ● Decision-making ● Autonomy and flexibility Duration: 45 minutes (10 minutes for introductions, 20 minutes for roleplay, 10 minutes for discussion)

Description: This roleplay exercise places learners in the shoes of self-employed professionals working in a coworking environment. By managing a range of realistic weekly tasks—such as client deadlines, networking events, and professional development—they must create a balanced schedule that reflects both their goals and their limits. The simulation mimics the multitasking reality of freelance work, encouraging learners to reflect on how they make decisions, allocate time, and navigate work-life integration. It builds self-discipline and highlights how coworking frameworks support productivity and flexibility. Format: In-person, online, or hybrid Materials: Weekly calendar templates (paper or digital), task prompt cards or list, timer, sticky notes or tools like Google Calendar, Miro, Trello

Reflect

Reflection: How do you feel with this planification?

ANNEX - EXPERIENTIAL TRAINING EXERCISE

5.5

Activity 2: Skill-building Roleplay: Balancing Freelance Priorities

Steps: 1. Introduce the Activity (10 minutes): Start by explaining that learners will roleplay a week in the life of a freelancer who has to balance several tasks (client meetings, project deadlines, coworking events, networking). 2. Provide Scenarios (5 minutes): Present each learner or group with a set of tasks (e.g., completing a client project, attending a networking event, or scheduling time for skill-building, Block time for creative deep work, Join a community-led event in the coworking space). 3. Facilitate the Planning (20 minutes): Learners use a planner (paper or digital) to organize their week. Encourage them to: ● Schedule tasks with estimated duration ● Prioritize based on urgency and importance ● Make space for rest and spontaneous opportunities

4. Debrief (10 minutes): After the planning phase, have learners share their schedules and discuss how they prioritized their tasks. Ask questions like, “What did you choose to prioritize?” and “What challenges did you face in managing your time?””Where did you feel stretched?” 5. Conclusion (5 min): Summarize key takeaways about planning freelance work within collaborative frameworks. Share strategies for healthy boundaries and real-life time management hacks. Suggestions for Adaptation: ● Short on time? Focus on planning just one or two tasks in detail, rather than a whole week. ● For hybrid format: Use Google Calendar for online learners to collaborate on scheduling tasks, sharing screens for feedback.

ANNEX - EXPERIENTIAL TRAINING EXERCISE

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Activity 3: Guest Q&A Session – Real Voices from Coworking Spaces

The session deepens learners’ understanding of how coworking spaces support productivity, connection, and entrepreneurial growth. It also encourages learners to ask thoughtful questions, practice professional communication, and extract actionable lessons for their own future work paths. Format: In-person, online or hybrid Duration: 30-45 minutes Materials: Guest speaker (online or in-person), learner-prepared questions, notebooks or digital note-taking tools, Zooms/MS Teams (if online) Steps: 1. Arrange the Session (1 day prior): The trainer identifies and invites a coworking space manager or self-employed professional with experience in collaborative work environments (e.g., from Gründergarage, Espacio Colaborativo, or the Collaborative Leadership Academy).

Goal: To offer learners first-hand insights into the realities of coworking and collaborative self-employment through direct engagement with a coworking manager or self-employed professional. Learning Purpose: ● Real-world perspective on coworking ● Critical questioning and reflective thinking ● Application of lived experience to learner goals Description: In this interactive session, learners meet a coworking space manager or a self-employed professional who uses collaborative work environments. Through a structured Q&A, participants explore the challenges, advantages, and real-life practices of professionals navigating coworking culture.

Steps continue on the next page

ANNEX - EXPERIENTIAL TRAINING EXERCISE

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Activity 3: Guest Q&A Session – Real Voices from Coworking Spaces

Suggestions for Adaptation: ● Short on time? Have learners prepare only 3–5 questions each and focus on key topics like resources or community benefits. ● For hybrid format: Invite the speaker via video call and have in-person learners participate through a shared screen. Links to Real-World Context: ● Gründergarage and Innovationswerkstatt at Carinthia University of Applied Sciences (Austria): sEntrepreneurship labs that combine coaching, networking, and prototyping for start-up success. ● Collaborative Leadership Academy (Portugal) : A development space for future-focused, collaborative leadership skills. ● Espacio Colaborativo (Spain): Created to combat professional isolation and promote access to networks and skill-sharing.

2. Prepare Questions (5 minutes): Before the session, guide learners to draft 3–5 thoughtful questions. Suggestions: ● What’s the biggest challenge you’ve faced in a coworking space? ● Which coworking features support your business most? ● How has networking helped you grow professionally? 3. Facilitate the Q&A (20 minutes): Introduce the speaker and moderate the discussion. Encourage learners to ask their questions and engage with follow-ups. The trainer can step in with bridging or clarifying questions to keep the flow active. 4. Reflection Discussion (10-15 minutes): After the Q&A, hold a group debrief: ● What new insights did you gain from the speaker? ● What surprised you? ● How can you apply what you heard to your own career planning

WORKSHOP: Designing Your Collaborative Career

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Method: group work, presentation and examples, reflection, peer feedback Material required: Action Plan Template, Flipcharts/Whiteboard, Timer, Sticky notes Digital Tools: (Google Docs/Slides , Miro and Trello) Duration: Around 2h Description: This hands-on session supports learners in connecting their personal aspirations with practical planning. Through a combination of group brainstorming, individual reflection, and structured peer feedback, participants build a roadmap for their self-employed career supported by collaborative tools and environments.

Goal: To guide participants in creating an actionable plan for self-employment within collaborative environments, such as coworking spaces, by reflecting on personal goals and engaging in peer-supported planning.

Learning Objectives: By the end of the workshop, participants should be able to: ● Understand the key elements of a collaborative self-employment path (community, resources, networks). ● Identify their personal goals, strengths, and challenges in creating a self-employment journey within collaborative environments. ● Draft a clear, actionable plan that outlines the steps they need to take to build their self-employed career in a collaborative space.

WORKSHOP: Designing Your Collaborative Career

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WORKSHOP: Designing Your Collaborative Career

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Digital Tools: ● Miro: A free digital whiteboard tool that helps facilitate collaboration. It’s useful for online groups or hybrid workshops, as participants can add sticky notes, images, and comments in real-time. Tutorial link. ● Trello: A task management tool that lets you create boards, lists, and cards for organizing tasks. In this workshop, Trello can be used to track the actionable steps participants need to complete after the session. Sign up here. ● Google Docs/Slides: Ideal for sharing the Action Plan Template and enabling collaborative editing in real-time. It's simple and accessible, perfect for creating action plans collectively.

Action Plan Template: Building a Collaborative Self-employment Path

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1. Personal Goal: Describe what success looks like for you in a collaborative self-employment path. Consider both professional and personal goals. Example: "I want to build a sustainable freelance career by joining a coworking space that offers networking opportunities, access to mentors, and a flexible work environment."

2. Key Steps: What are the specific actions you need to take to reach your goal? Break them down into manageable steps. Example:

Action Plan Template: Building a Collaborative Self-employment Path

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Now practice:

Action Plan Template: Building a Collaborative Self-employment Path

5.7

3. Resources Needed: What resources (tools, people, financial, etc.) do you need to complete each step? Example: ● Coworking space membership ● Laptop, internet connection ● LinkedIn account ● Mentorship program or networking event invitations 4. Potential Challenges: What obstacles might you face while pursuing these steps? How can you overcome them? Example

Practice:

Action Plan Template: Building a Collaborative Self-employment Path

5.7

Timeline: Set deadlines for each key step. Consider both short-term and long-term goals. After reviewing your action plan with a peer or mentor, note any key feedback or adjustments that could improve your path forward.

Feedback:

Reflect

Reflection: What is your next immediate step after creating this action plan?Example: "I will research three coworking spaces today and reach out to them for more information about flexible memberships."

Social entrepreneurship and CWS Innovative Social change in the community and social impact

Social entrepreneurship offers a meaningful way to do this by creating positive change through inclusive, community-focused solutions. Coworking spaces (CWS) provide the necessary infrastructure, networks, and a collaborative environment to support these efforts. This chapter helps VET trainers introduce learners to new models of social change. It encourages community engagement and helps develop practical skills for launching social enterprises that benefit both individuals and the communities they serve.

Learning Outcomes: ✅ Define social entrepreneurship and its key principles. ✅ Recognize how CWS can foster and support social enterprise initiatives. ✅ Identify the social impact potential of collaborative workspaces. ✅ Develop and present a concept for a social enterprise within a CWS. ✅ Reflect on their role in contributing to social innovation and inclusive economies.

Activities

Recognize how CWS can foster and support social enterprise initiatives

6.1

Beyond merely offering space and services, the VET/coworking team's role in fostering social entrepreneurship in coworking spaces involves carefully influencing organizational culture and community dynamics. Successful coworking spaces serve as "collision spaces," where trust, a common goal, and informal learning are purposefully promoted, as noted by Surman (2013). In order to foster a culture of transparency, reciprocity, and experimentation, teams must act as facilitators rather than administrators. Strong facilitation and interpersonal skills, systems thinking, and the ability to unite disparate people around common social objectives are essential competencies, also to create the ideal environment for socially driven ventures to emerge, grow, and expand within the coworking ecosystem, it is essential to have an organically organized team that is flexible, cooperative, and mission-driven.

The Good Practice Guide showcases impactful examples of coworking spaces that integrate entrepreneurial education and support social innovation: ●Gründergarage at Carinthia University of Applied Sciences (Austria): This initiative provides hands-on support for aspiring entrepreneurs through personal mentoring, access to prototyping laboratories, and a focus on cross-disciplinary collaboration. It bridges academic learning with real-world application, encouraging students to develop socially responsible business ideas. ● Forwardspace (Estonia): Located in Pärnu, Forwardspace plays a vital role in supporting freelancers, early-stage entrepreneurs, and changemakers. Through networking events, innovation programs, and community projects, it strengthens the local innovation ecosystem and cultivates a culture of civic engagement.

Recognize how CWS can foster and support social enterprise initiatives

6.1

Further evidence from the Re-Work survey underlines the value of coworking spaces for young professionals. Among the top reasons cited for participating in CWS are:

These findings reinforce the idea that coworking spaces are more than just shared offices, they are vibrant ecosystems that nurture the skills, mindset, and connections needed to succeed in social entrepreneurship. Trainer Tip: Inspire your learners by connecting them with the dynamic world of coworking by visiting Cowork Spaces (CWS). These environments foster social entrepreneurship by providing shared resources, mentorship, and opportunities for collaboration. Fun Fact: What do a tech startup, a community garden, and a youth employment program have in common? They can all grow faster and stronger in a coworking space, thanks to shared resources and unexpected collaborations! True or False: Coworking spaces only offer physical office space, not mentorship or collaboration. (False) Justification: Modern coworking spaces provide much more than desks—they foster mentorship, peer learning, and collaboration, which are critical for social entrepreneurship.

Image 2: Value of coworking spaces for young professionals; Source: Re-Work Survey

Identify the social impact potential of collaborative workspaces

6.2

CWS are more than just functional work locations; through intention, they can cultivate civic participation, innovation, and community empowerment when constructed as collaborative communities (Spinuzzi et al., 2019). Rather than assuming social impact is a byproduct of common space utilization, effective CWS nurture social impact through providing trust-based peer support networks, social governance among members, collaboration on systemic local challenges, and other designed frameworks. For instance, some spaces mobilize members to co-create community initiatives, provide specialized training for underserved populations, or actively participate in social innovation initiatives, such as social housing or youth entrepreneurial programs. Thus, CWS can be viewed as self-developed impact multi-facilitators instead of merely workspaces, they serve as primary agents for social change through localized hyper-innovation.

The Good Practice Guide highlights several pathways through which CWS contribute to broader societal impact: ● Encouraging democratic decision-making and shared ownership: Many coworking spaces adopt horizontal governance models that give members a voice in key decisions, fostering a sense of collective responsibility and agency. ● Promoting sustainability and green practices: Examples such as Greenbizz Brussels and Espacio Colaborativo (Spain) demonstrate how CWS can integrate eco-friendly infrastructure and environmentally responsible operations into their core values. ● Offering inclusive and accessible learning opportunities: CWS often serve as open learning platforms, hosting workshops, training sessions, and community events that engage underserved populations, including youth, migrants, and unemployed adults.

Identify the social impact potential of collaborative workspaces

6.2

Findings from the Re-Work survey reinforce the vital role coworking spaces play in enabling collaboration and driving social innovation. Respondents highlighted the following benefits of participating in CWS: ● Expanded cooperation opportunities – reported by 88 participants ● Facilitation of knowledge exchange – reported by 87 participants ● Promotion of social innovation – reported by 68 participants These outcomes underscore how CWS function as connective spaces, where professionals from different sectors come together to share expertise, resources, and values. Beyond merely offering space and services, the VET/coworking team's role in fostering social entrepreneurship in coworking spaces involves carefully influencing organizational culture and community dynamics.

Successful coworking spaces serve as "collision spaces," where trust, a common goal, and informal learning are purposefully promoted, as noted by Surman (2013). Beyond merely offering space and services, the VET/coworking team's role in fostering social entrepreneurship in coworking spaces involves carefully influencing organizational culture and community dynamics. Successful coworking spaces serve as "collision spaces," where trust, a common goal, and informal learning are purposefully promoted, as noted by Surman (2013). In order to foster a culture of transparency, reciprocity, and experimentation, teams must act as facilitators rather than administrators. Strong facilitation and interpersonal skills, systems thinking, and the ability to unite disparate people around common social objectives are essential competencies.

6.2

Identify the social impact potential of collaborative workspaces

Self-employment can offer independence, but it often leads to challenges like isolation and limited resources. Collaborative frameworks, such as coworking spaces, incubators, and hubs, make self-employment more sustainable by providing several key advantages:

In order to create the ideal environment for socially driven ventures to emerge, grow, and expand within the coworking ecosystem, it is essential to have an organically organized team that is flexible, cooperative, and mission-driven.

Curiosity: Did you know that some coworking spaces let their members vote on new initiatives or even co-own the space, making them real-life laboratories for democracy and shared leadership? True or False: Coworking spaces can encourage democratic decision-making and shared ownership. (True) Justification: Some coworking spaces operate on cooperative models or involve members in decision-making, fostering shared ownership and democratic practices.

Tip

Trainer Tip: Show your students that coworking spaces (CWS) are more than offices, they’re engines for civic engagement and innovation.

Tip

Develop and present a concept for a social enterprise within a CWS

6.3

It takes more than just an idea to launch a successful social enterprise in a coworking space (CWS); it takes a methodical, team-based, and impact-driven approach (Mitev et al, 2018). CWS environments provide the resources, connections, and culture required to turn socially conscious ideas into viable business endeavors. According with the Re-Work Good Practice Guide, the process typically includes several key stages:

Initiatives like the Collaborative Leadership Academy (Portugal) exemplify how coworking spaces can double as learning hubs for social innovation. Through structured training programs, the Academy empowers learners to develop socially responsive projects by: ● Facilitating access to experienced mentors and social entrepreneurs ● Using real-world challenges to foster experiential learning ●Encouraging project-based collaboration within a community context Such programs demonstrate how CWS can be transformed into incubators for inclusive leadership and community-rooted entrepreneurship. From a skills development perspective, the Re-Work Skills Report emphasizes the relevance of the EntreComp Framework in guiding entrepreneurial growth within coworking spaces.

Develop and present a concept for a social enterprise within a CWS

6.3

These skills guarantee that social entrepreneurs working in coworking spaces are prepared to scale their impact, adjust to change, and interact inclusively with the communities they serve in addition to starting their businesses. Coworking spaces are more than just actual places to work; they are also rich environments for creating businesses that have a positive social impact. They empower innovators to confidently and purposefully transition from idea to implementation by fusing collaborative design, entrepreneurial tools, and structured learning. CWS can be a key player in developing the next generation of community-centered changemakers, as demonstrated by programs like the Collaborative Leadership Academy.

Core competencies particularly relevant to social entrepreneurship in CWS include:

Develop and present a concept for a social enterprise within a CWS

6.3

Curiosity: How can a simple sticky note exercise in a coworking space lead to the launch of a business that tackles homelessness or climate change? It all starts with mapping opportunities and working together! True or False: Opportunity mapping is about identifying unmet social or environmental needs. (True) Justification: Opportunity mapping is the process of discovering gaps or needs in society or the environment that can be addressed through innovative solutions.

Tip

Trainer Tip: Guide your students to turn ideas into action using coworking spaces (CWS) as innovation labs.

Reflect on their role in contributing to social innovation and inclusive economies

6.4

An essential part of the social entrepreneurship process is reflection. It helps students to better understand social issues, internalize their role as change agents, and align their behavior with both individual and group values (Roslan, 2022). Reflection is not a passive activity; rather, it enables people to link their experiences to more general societal objectives and cultivate a sustained dedication to social impact. The Re-Work Skills Report's reference to the LifeComp Framework offers a basis for developing the socio-emotional and personal development abilities necessary for this introspective process. Among the essential skills are:

Reflect on their role in contributing to social innovation and inclusive economies

6.4

The Good Practice Guide illustrates how these reflective competencies are actively nurtured within coworking environments: ● Impact Hub Athens (Greece): Through hands-on involvement in real-world projects, learners engage deeply with community needs, experience collaborative problem-solving, and reflect on the social outcomes of their work within an inclusive ecosystem. ● Espacio Colaborativo (Spain): This coworking space emphasizes personal development and empowerment by offering shared resources, peer mentoring, and open learning opportunities. Its environment encourages individuals to grow both professionally and socially while contributing to a vibrant community culture. These examples show how coworking spaces can serve not only as platforms for action,

but also as reflective learning environments where learners integrate personal values with collective goals. Engaging in experiential activities such as Impact Mapping or social value workshops allows learners to visualize the ripple effects of their actions. These exercises help connect local, small-scale initiatives within coworking spaces to global priorities such as the UN Sustainable Development Goals (SDGs) (UN, 2020). Through guided reflection, learners can: ● Recognize the significance of their individual contributions ● Understand systemic interconnections ● See themselves as active participants in building inclusive, future-ready economies

Reflect on their role in contributing to social innovation and inclusive economies

6.4

Reflection is not a supplement to entrepreneurial development, it is an integral part of it. By fostering empathy, critical thinking, and community responsibility, frameworks like LifeComp enable learners to grow as socially conscious changemakers. When embedded in coworking environments, reflective practices turn learning into action and personal insight into sustainable social impact. Trainer Tip: Help students realize their power to drive change by building reflection into your teaching. Curiosity: What if one small project you start in a coworking space could inspire a whole community and even contribute to the United Nations’ Sustainable Development Goals? Reflection helps you see the ripple effect of your actions!

True or False: Reflection is unnecessary for learners to internalize their agency in driving change. (False) Justification: Reflection is essential for learners to understand and embrace their role as agents of change, as it helps them connect actions to impact.

Tip

Trainer Tip: Guide your students to turn ideas into action using coworking spaces (CWS) as innovation labs.

6.5

Conclusion

Exercise 1: The Social Startup Studio

Learners, trainers, and VET providers need to understand that coworking spaces can act as social innovation ecosystems. These areas allow users to:

Incorporating social entrepreneurship into coworking and collaborative workspaces (CWS) is a revolutionary approach to creating inclusive, creative, and sustainable communities as well as a timely response to changing workforce dynamics. Coworking spaces are uniquely positioned to foster entrepreneurial mindsets with social purpose, especially among young professionals navigating a post-pandemic, digitally driven, and values-oriented labor market, as evidenced by the Re-Work project's Skills Report and Roadmap and Good Practice Guide. We have examined how social entrepreneurship, which is based on the ideas of value creation, community empowerment, and ethical innovation, naturally meshes with CWS's collaborative infrastructure and culture through this review of the literature. In addition to tangible resources, these areas provide peer learning, social capital, and opportunities for practical problem-solving—all of which are critical for the emergence, expansion, and impact scaling of social enterprises.

6.5

Conclusion

Additionally, by matching these competencies to European frameworks such as EntreComp, LifeComp, GreenComp, DigiComp, and the ESCO Classification, CWS can guarantee that its social entrepreneurship training is not only pedagogically sound but also acknowledged and applicable in other EU contexts. These best practices, Greenbizz (Belgium), Impact Hub Athens (Greece), Forwardspace (Estonia), and the Collaborative Leadership Academy (Portugal), offer solid, replicable examples of how coworking spaces can make civic engagement, learning, and innovation ingrained in their very fabric. One coworking space at a time, this module makes a significant contribution to creating a resilient, equitable, and forward-thinking Europe by giving young professionals the proper mindset, resources, and community connections.

6.5

Experiential Training Exercises

Exercise 1: The Social Startup Studio

The exercise emphasizes real-world relevance, encouraging learners to draw on real examples, engage with pressing societal challenges, and collaboratively design meaningful solutions. It promotes entrepreneurial thinking, teamwork, and practical application of the Social Business Model Canvas.

Goal: To guide learners through the process of ideating and pitching a social enterprise that leverages coworking spaces. Learning Objective: ● Social innovation ● Entrepreneurial thinking ● Community engagement

Steps: A Kickoff (10 min): Brief input on what makes a social enterprise B Team Formation (5 min): Form teams of 3–5. C Inspiration Round (10 min): Present 2–3 real-world examples of social enterprises using coworking spaces (e.g., Impact Hub, Social Nest Foundation).

Description: This interactive workshop guides learners through the creative process of designing and pitching a social enterprise within a coworking space setting. By working in small teams, participants explore how coworking environments can serve as catalysts for social innovation, helping to incubate ideas, connect changemakers, and amplify community impact.

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6.5

Experiential Training Exercises

D Social Problem Brainstorm (10 min): Each team identifies a local or global social challenge they care about. E Solution Design (20 min): Teams develop a concept for a social enterprise housed in a CWS, using the Social Business Model Canvas. F Pitch (5 min/team): Each team presents their idea to the group. G Reflection (10 min): What surprised you? How did the CWS setting influence your idea?

Tip

Adaptation Tip: For limited time, use a pre-filled canvas with only 2–3 fields to complete (e.g., Value Proposition, Key Activities, Partners).

6.5

Experiential Training Exercises

Click here to download the empty template

Exercise 2: Theory of Change – From Idea to Social Change

6.5

Goal: To help learners visualize how their actions in a CWS setting can contribute to broader social outcomes with the support of an theory of change template. Learning Objectives: ● Systems thinking ● Long-term impact planning ● Reflective practice

Using the Impact Map framework (Key Idea -> Activities -> Outputs -> Outcomes -> Social Change), participants explore how coworking spaces can serve as a launchpad for meaningful transformation. By tracing how their efforts contribute to community well-being, sustainability, or inclusion, learners develop systems thinking, deepen their sense of purpose, and connect their daily work with broader social goals. It’s an ideal activity to build awareness of how individual actions scale into collective impact, especially within a collaborative workspace.

Description: This reflective and visual exercise helps learners map the social impact journey of a project or enterprise, from initial idea to long-term societal change.

Exercise 2: Theory of Change – From Idea to Social Change

6.5

Format: Presencial or online Duration: ~45 minutes Materials: Sticky notes or Miro board, printed Impact Map templates (LINK). Steps: a) Intro (5 min): Present the concept of an theory of change templates a. (Inputs -> Activities -> Outputs -> Outcomes ->Impact) b) Mapping (25 min): Individually or in pairs, learners select a coworking-related initiative (real or imagined) and build its impact pathway.

c) Gallery Walk or Share-out (10 min): Display maps and discuss key insights. d) Reflection (5 min): What kind of change do you want to make in your community?

Note

Trainer Note: This exercise deepens understanding of how even small ventures can lead to ripple effects in communities.

6.5

Experiential Training Exercises

Click here to download the empty template

Workshop Plan: "Catalysts for Change – Building Social Enterprises in CWS"

6.6

Learning Objectives: ● Explore the characteristics of social enterprises. ● Understand how CWS can foster social innovation. ●Develop a draft concept for a social enterprise in a collaborative space.

Objective: The objective of this workshop is to introduce participants to the core principles of social entrepreneurship, demonstrate how coworking and collaborative workspaces (CWS) can support social innovation, and guide learners through the process of developing and pitching a social enterprise concept using collaborative tools and peer feedback. Duration: 2 hours Methods: Mini-lecture with example, Group brainstorming and discussion, Case study analysis, Team-based design using the Business Model Canvas and Peer feedback and reflection. Materials: ● Slides with examples ● Social Business Model Canvas ●Flipcharts and markers (presencial) or Digital whiteboard (online) Miro/Jamboard

Tabel with more info on the next page

Workshop Plan: "Catalysts for Change – Building Social Enterprises in CWS"

6.6

Activity / Instruction / Materials

Time

Title

Objective

Activity: Icebreaker. Instructions: Ask each participant to briefly share one social issue they care about. Keep it open and non-judgmental to encourage engagement. Materials: Flipchart or board to note common themes (optional).

Set the tone and create a safe space

10 min

Welcome & Warm-up

Activity: Mini-lecture with Q&A. Instructions: Present the definition, key principles (purpose, innovation, sustainability), and 2–3 real examples (e.g., Miro). Invite brief reactions from the group. Materials: Slides with examples.

Establish foundation knowledge

What is Social Entrepreneurship?

15 min

Activity: Brainstorm in pairs or small groups. Instructions: Ask: “What are underserved needs in your community or region?” Let them note down as many as possible, then briefly share top 1–2 ideas with the whole group. Materials: Flipchart paper or sticky notes.

Link personal values with community needs

Social Needs and Opportunities

15 min

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Workshop Plan: "Catalysts for Change – Building Social Enterprises in CWS"

6.6

Time

Title

Objective

Activity / Instruction / Materials

Activity: Case study discussion. Instructions: Present 1–2 inspiring examples from the RE-WORK Good Practice Guide (e.g., Impact Hub Athens). Highlight how CWS enable social enterprises. Then, discuss: “What advantages do CWS bring to early-stage changemakers?” Materials: Slides, handouts or short videos.

Understand how CWS support impact

20 min

Coworking as a Launchpad

Activity: Team project using the Social Business Model Canvas. Instructions: In small groups (3–5), participants choose one social issue and co-design a social enterprise that would operate from a CWS. Use the Canvas to define key elements (problem, solution, beneficiaries, partners, activities, etc.). Materials: Printed Social BMCs, flipcharts, markers (or Miro if online).

Create a concept for a social enterprise

Build Your Idea

30 min

Activity: Team pitches. Instructions: Each group gives a 3–5 min pitch of their enterprise concept. After each pitch, ask the audience to provide feedback using the “One strength / One question” method. Materials: Timer, optional “pitch checklist” handout.

Pitch & Feedback

20 min

Share and receive input

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Workshop Plan: "Catalysts for Change – Building Social Enterprises in CWS"

6.6

Time

Title

Objective

Activity / Instruction / Materials

Activity: Guided reflection. Instructions: Ask learners to write or share verbally: “How can I be a changemaker through my work?” Optionally, invite 2–3 people to share with the group. Close with encouragement to keep exploring social impact in their careers. Materials: Paper or journals (optional).

Reflection & Closing

Consolidate learnings

10 min

Trainer Notes: ● Emphasize real-world grounding: use local examples or even invite guest stories if possible. ● Consider assigning pre-reading or videos about social entrepreneurs. ● Adapt the session into a series if learners want to build out their ideas further.

Summary Takeaways ● Social entrepreneurship within CWS empowers young professionals to lead social change while building meaningful careers. ● CWS provide not only the infrastructure, but also the culture of collaboration and support that social ventures need to grow. ● Experiential learning helps participants link theory to practice, and builds the confidence to act on their ideas. ● Trainers play a vital role in unlocking the creative and civic potential of learners.

REFERENCES

Module 1

Module 2

Reference: RE-WORK Project. (2024). Skills roadmap for VET providers [PDF]. https://www.re-work-project.eu/results/

See more references

REFERENCES

Module 2

Module 2

Avdikos, V., Iliopoulou, E. (2019). Community-Led Coworking Spaces: From Co-location to Collaboration and Collectivization. In: Gill, R., Pratt, A.C., Virani, T.E. (eds) Creative Hubs in Question. Dynamics of Virtual Work. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-10653-9_6 Berdicchia, D., Fortezza, F. & Masino, G. (2023). The key to happiness in collaborative workplaces. Evidence from coworking spaces. Rev Manag Sci 17, 1213–1242. https://doi.org/10.1007/s11846-022-00558-0 Garrett, L. E., Spreitzer, G. M., & Bacevice, P. A. (2017). Co-constructing a sense of community at work: The emergence of community in coworking spaces. Organization Studies, 38(6), 821–842. https://doi.org/10.1177/0170840616685354 Knowles, M. S. (1984). Andragogy in Action. Applying Modern Principles of Adult Education. San Francisco, CA: Jossey Bass. Parker, K., & Horowitz, J. M. (2022). Majority of workers who quit a job in 2021 cite low pay, no opportunities for advancement, feeling disrespected. Pew Research Center (9th March). https://www.pewresearch.org/short-reads/2022/03/09/majority-of-workers-who-quit-a-job-in-2021-cite-low-pay-no-opportunities-for-advancement-feeling-disrespected/ REWORK. (2024a). Good practice guide and Recommendations for VET providers. https://www.re-work-project.eu/results/#flipbook-df_483/3/ REWORK. (2024b). Skills Report & Roadmap. https://www.re-work-project.eu/results/#flipbook-df_491/1/ Spinuzzi, C., Bodrožić, Z., Scaratti, G., & Ivaldi, S. (2018). “Coworking Is About Community”: But What Is “Community” in Coworking? Journal of Business and Technical Communication, 33(2), 112-140. https://doi.org/10.1177/1050651918816357 (Original work published 2019) Stockdale, C. & Avdikos, V. (2025). Transformative social innovation and rural collaborative workspaces: assembling community economies in Austria and Greece. Open Res Europe 4:205. https://doi.org/10.12688/openreseurope.18007.2. Sull, D., Sull, C., & Zweig, B. (2022). Toxic Culture Is Driving the Great Resignation. MIT Sloan Management Review (11th January). https://sloanreview.mit.edu/article/toxic-culture-is-driving-the-great-resignation/

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Alton, L. (2017). Why More Millennials Are Flocking To Shared Office Spaces. Forbes (09th May). https://www.forbes.com/sites/larryalton/2017/05/09/why-more-millennials-are-flocking-to-shared-office-spaces/ Bacigalupo M, Kampylis P, Punie Y & Den Brande, V. (2016). EntreComp: The Entrepreneurship Competence Framework. Publications Office of the European Union. Brooks C. & Weiss, C. (2023). Coworking: Increased Income, Improved Work Quality and Greater Collaboration are Biggest Benefits. business.com (05th of September). https://www.business.com/articles/coworking-74-of-coworkers-are-more-productive/ Catacora, Dominic. (2024). Coworking By The Numbers: 2024 Data And Trends That Offer Insights Into The Future Of Flex. allwork (12th September). https://allwork.space/2024/09/coworking-by-the-numbers-2024-data-and-trends-that-offer-insights-into-the-future-of-flex/ Demary, V. & Engels B. (2016). Collaborative Business Models and Efficiency Potential Efficiency Gains in the European Union. European Commission. European Commission. (2025). European Skills, Competences, Qualifications and Occupations (ESCO). https://esco.ec.europa.eu/en Hadley, N. H., Marks B., & Wright, S., L. (2023). How Coworking Spaces Impact Employee Well-Being. Harvard Business Review (09th of February). https://hbr.org/2023/02/research-how-coworking-spaces-impact-employee-well-being Petropoulos, G. (2017). Collaborative Economy: Market Design and Basic Regulatory Principles. Intereconomics 52(6). 340-345 Re-Work. (2025). Skills Roadmap for VET providers, Project number: Κ220-VET-000155692 https://www.re-work-project.eu/results/# Re-Work. (2025). Good Practice Guide & Recommendations for VET providers, Project number: Κ220-VET-000155692 https://www.re-work-project.eu/results/# Sala, A., Punie, Y., Garkov, V. & Cabrera, M. (2020). LifeComp – The European Framework for personal, social and learning to learn key competence. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/302967 UNESCO International Centre for Technical and Vocational Education and Training. (2020). UNESCO-UNEVOC study on the trends shaping the future of TVET teaching. https://doi.org/10.54675/MMQE7367 World Economic Forum. (2025). The Future of Jobs Report 2025. https://reports.weforum.org/docs/WEF_Future_of_Jobs_Report_2025.pdf

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Alton, L. (2017). Why More Millennials Are Flocking To Shared Office Spaces. Forbes (09th May). https://www.forbes.com/sites/larryalton/2017/05/09/why-more-millennials-are-flocking-to-shared-office-spaces/ Eurofound. (2020). Telework and ICT-based mobile work: Flexible working in the digital age. https://www.eurofound.europa.eu/publications/report/2020/telework-and-ict-based-mobile-work-flexible-working-in-the-digital-age Harvard Business Review. (2022). Quiet Quitting Is About Bad Bosses, Not Bad Employees. Harvard Business Review (8th September). https://hbr.org/2022/09/quiet-quitting-is-about-bad-bosses-not-bad-employees McKinsey Global Institute. (2021). The future of work after COVID-19. McKinsey & Company (18th February). https://www.mckinsey.com/featured-insights/future-of-work/the-future-of-work-after-covid-19 Moriset, B. (2013). Building new places of the creative economy: The rise of coworking spaces. HAL archives ouvertes. https://halshs.archives-ouvertes.fr/halshs-00914075/document OECD. (2021). Remote working: Where do we stand?. OECD Policy Responses to Coronavirus (COVID-19) (23rd November). https://www.oecd.org/coronavirus/policy-responses/remote-working-where-do-we-stand-2e314d74/ Pew Research Center. (2022). Majority of workers who quit a job in 2021 cite low pay, no opportunities for advancement, feeling disrespected. Pew Research (9th March). https://www.pewresearch.org/social-trends/2022/03/09/majority-of-workers-who-quit-a-job-in-2021-cite-low-pay-no-opportunities-for-advancement-feeling-disrespected/ Spinuzzi, C. (2012). Working alone together: Coworking as emergent collaborative activity. Journal of Business and Technical Communication, 26(4), 399–441. https://doi.org/10.1177/1050651912444070

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The 4 Day Week Campaign. (2023). UK 4 Day Week Pilot Results. 4 Day Week Global. https://www.4dayweek.com/uk-pilot-results The Portugal News. (2021). Portugal bans employers from contacting workers outside of working hours. The Portugal News (6th November). https://www.portugalnews.com/news/2021-11-06/portugal-bans-employers-from-contacting-workers-outside-of-working-hours/63323 World Economic Forum. (2020). Diversity, Equity and Inclusion 4.0. World Economic Forum. https://www.weforum.org/reports/diversity-equity-and-inclusion-4-0

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Baker, S. (2017). Time management for the self-employed: Effective scheduling strategies. Entrepreneur Press. Bouncken, R. B., & Reuschl, A. J. (2018). Coworking spaces: A source of innovation for startups and entrepreneurs. International Journal of Entrepreneurial Behavior & Research, 24(6), 1222-1239. Bouncken, R. B., & Reuschl, A. J. (2018). Coworking spaces: A source of innovation for startups and entrepreneurs. International Journal of Entrepreneurial Behavior & Research, 24(6), 1222-1239. Cohen, B., & Kietzmann, J. (2014). Ride the wave of crowdsourcing and coworking. Business Horizons, 57(4), 391-402. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. Coworking, L. (2024, 25 octubre). The Role of Coworking Spaces in Building a Professional Network for Startups. Link Dell’Aversana, G., & Miglioretti, M. (2024b). Coworking spaces for remote workers: an inclusive solution? Advantages and challenges from affiliated workers’ perspectives. Review Of Managerial Science. DOI European Commission,(2020) Self-Employment and Entrepreneurship, DG Employment, European Commission (2020). Social Economy and Proximity Ecosystems. European Commission. (2011). Social Business Initiative. Forwardspace. (n.d.). Forwardspace - Coworking and community in Pärnu. Retrieved from https://forwardspace.ee/en/ Greenbizz. (n.d.). Greenbizz - A sustainable business incubator. Retrieved from https://greenbizz.brussels/en/ Impact Hub Athens. (n.d.). Impact Hub Athens - coworking, community, and innovation. Retrieved from https://athens.impacthub.net/ Impact Hub Network. (n.d.). The Impact of Coworking on Entrepreneurs. ILO (2020). Start and Improve Your Business Toolkit. Laloux, F. (2014). Reinventing organizations: A guide to creating organizations inspired by the next stage of human consciousness. Nelson Parker.

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LinkedIn. (2024). How coworking spaces can benefit self‑employed individuals. LinkedIn Advice. Retrieved from LinkedIn website https://www.linkedin.com/advice/0/youre-self-employed-individual-looking-workspace-41lxe Micek, G., Baycan, T., & Lange, B. (2024). A Taxonomy of New Working Spaces. In SpringerBriefs in applied sciences and technology (pp. 21-33). DOI OECD/European Union (2022). Policy Brief on Social Entrepreneurship. https://www.oecd.org/content/dam/oecd/en/publications/reports/2022/07/policy-brief-on-access-to-finance-for-inclusive-and-social-entrepreneurship_8754a3b4/77a15208-en.pdf Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Space, C. W. (2025, 4 julio). Are coworking spaces the new frontier for learning? Link The European Commission (2016). Coworking and its role in fostering entrepreneurship. The isolation of self-employment: How to combat loneliness and build a support network | Able Futures Mental Health Support Service. (2025, 27 junio). Link Williams, J., & Miro, M. (2019). How adaptability drives success in coworking spaces. Journal of Business Adaptability, 11(3), 221-236. Workspace, B. (2025, 23 mayo). Coworking as a Social Experiment: Shared Resources and Community Building. BHIVE Workspace. Link

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Eimterbäumer, M. (2020). Concepts for Systems Change: An Application for a Social Entrepreneurship Think Tank (Doctoral dissertation, Hochschule Osnabrück). Irawan, A., Suryanto, S., & Mashud, M. I. (2019). The dimensions of social entrepreneurship. Journal of Economics Business and Political Researches, 4(8), 91-100. Hietschold, N., Voegtlin, C., Scherer, A. G., & Gehman, J. (2023). Pathways to social value and social change: An integrative review of the social entrepreneurship literature. International Journal of Management Reviews, 25(3), 564-586. Mair, J., & Rathert, N. (2025). Social entrepreneurship. In Handbook of Innovation (pp. 1-15). Springer, Cham. Mandrysz, W. (2020). Community-based social economy–social capital and civic participation in social entrepreneurship and community development. Management Dynamics in the Knowledge Economy, 8(1), 81-93. Mitev, N., De Vaujany, F. X., Laniray, P., Bohas, A., & Fabbri, J. (2018). Co-working spaces, collaborative practices and entrepreneurship. In Collaboration in the digital age: How technology enables individuals, teams and businesses (pp. 15-43). Cham: Springer International Publishing. Re-Work. (2025). Skills Roadmap for VET providers, Project number: Κ220-VET-000155692 https://www.re-work-project.eu/results/# Re-Work. (2025). Good Practice Guide & Recommendations for VET providers, Project number: Κ220-VET-000155692 https://www.re-work-project.eu/results/# Roslan, M. H. H., Hamid, S., Ijab, M. T., Yusop, F. D., & Norman, A. A. (2022). Social entrepreneurship in higher education: challenges and opportunities. Asia Pacific Journal of Education, 42(3), 588-604. Spinuzzi, C., Bodrožić, Z., Scaratti, G., & Ivaldi, S. (2019). “Coworking is about community”: but what is “community” in coworking?. Journal of business and technical communication, 33(2), 112-140.

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Surman, T. (2013). Building social entrepreneurship through the power of coworking. Innovations: Technology, Governance, Globalization, 8(3), 189-195. United Nations. (2020a). Sustainable development goals: The 17 goals. United Nations. https://sustainabledevelopment.un.org/sdgs United Nations. (2020b). Sustainable development goals: 17 goals to transform your world. United Nations. https://www.un.org/sustainabledevelopment/ Van Lunenburg, M., Geuijen, K., & Meijer, A. (2020). How and why do social and sustainable initiatives scale? A systematic review of the literature on social entrepreneurship and grassroots innovation. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 31(5), 1013-1024. Zeyen, A., & Beckmann, M. (2018). Social entrepreneurship and business ethics: Understanding the contribution and normative ambivalence of purpose-driven venturing. Routledge.

Thank you!

We sincerely thank you for engaging with this Resource Kit. Developed within the framework of the RE-WORK project, it aims to provide practical insights and evidence-based approaches to addressing the challenges of the Great Resignation and quiet quitting among young professionals and entrepreneurs. By focusing on coworking and collaborative workspaces, the project explores new ways of fostering engagement, sustainability, and meaningful participation in the world of work. We hope these materials have offered you both knowledge and inspiration to reflect on, discuss, and apply within your own professional and academic contexts. For further resources, publications, and updates, please visit our website: www.re-work-project.eu. You can also follow our ongoing activities and latest developments on LinkedIn, where we continue to share project outcomes and insights. Your interest and commitment are essential in advancing inclusive, collaborative, and sustainable pathways to work.

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