This is a part of a project aimed at enabling the College of Education programs at Sultan Qaboos University to achieve knowledge-creation learning in its academic program and their role in acquiring knowledge work competencies. This study aims to achieve this by calculating the extent to which educational practices embodiment of collaborative knowledge creation (CKC) in the courses offered by the college, as well as the perceived acquisition of knowledge work competence by students and teachers specializing in science and mathematics. For the first objective of the study to be achieved, a questionnaire was designed to analyze the implementation of CKC practices in university courses. It was administered to six educational courses included in the curriculum for Bachelor of Education students during the academic year 2021/2022. Additionally, a second questionnaire on knowledge work competence was administered to 30 students and teachers specializing in science and mathematics to answer the second research question. The results of the study revealed that the embodiment rates of most educational practices are in the extent of implementation of CKC practices at a moderate level, while cooperative work practices demonstrated a weak level of implementation. Furthermore, students and teachers a moderate level of perceived acquisition of knowledge work competence. The study recommends increasing the implementation of collaborative knowledge creation practices, particularly in practical and applied educational courses, to enable student teachers to effectively utilize their acquired competencies in creating high-quality knowledge entities for long-term use. ​