Over the past decade, the ETHAZI collaborative problem-based model was developed to address the evolving demands of the productive sector and the ongoing restructuring in the labour market and society. Designed to create a dynamic system that prepares individuals for continuous change and emerging challenges, ETHAZI emphasises interdisciplinary and collaborative approaches within a competence-based framework. This article presents a quantitative descriptive study (n = 843) exploring Basque Autonomous Community teachers’ perceptions of the ETHAZI model and its implementation. Findings indicate generally positive perceptions regarding the model itself, problem design and participation, and organisational flexibility. Despite overall favourable perceptions, results suggest areas that may have room for improvement, such as organisational flexibility. The study concludes that, while the ETHAZI model is perceived as valid, enhancements guided by teacher perceptions might be recommended. © 2025 SEFI.
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