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“Twinspace” an informative learning environment for collaborative learning, which is used by eTwinning Teachers in the European Learning Community as a tool for the interdisciplinary approach and implementation of innovations and, in particular, the innovative use of ICT technology tools. In particular, it will investigate, whether the use of the platform and the implementation of a European eTwinning program contributes to the establishment of a collaborative climate in the school unit.Ιn the introduction of the work, bibliographic research will highlight the need to use Information and Communication Technologies (ICT) for collaborative learning. The work is divided into five (7) basic chapters. The first chapter presents the topic, the objectives research questions are asked, while the methodology of the research and the expected results are mentioned. In the second chapter there is a bibliographic study of the terms ον which the specific work focuses, such as "Communication and Information Technologies", "collaborative learning platforms", "cooperative climate" and the role played by the Director of the School Unit in shaping it. There is also a historical reference to the inclusion of ICT in education and bibliographic viewing of teachers' attitudes towards changes and innovations. In the third chapter there is a historical reference, a description of the eTwinning action and the twinspace platform, while studying a specific case including the twinspace of the 1st & 12th Primary schools Karditsa, which was created for the implementation of the eTwinning European project titled "It sounds like a ... castle". This particular project, which was also the overwhelming choice of the subject of the particular research, was awarded with the 2nd Panhellenic Prize in the 10th eTwinning National Projects Contest for the Level of Cooperation and Innovative Use of ICT. In the same chapter, reference is also made to other twin-room collaborative learning environments. The 4th chapter includes a presentation of the research, the Methodology and the methodological tool chosen, the structure of the questionnaire, the research process, the processing and analysis of the quantitative data. In chapter 5, the findings and the results of the survey are presented. The analysis of primary data showed moderate to weak correlations between structural variables, as teachers' views on ICT appear to be correlated with their views on the use of digital platforms and collaborative e-twinning culture. Additionally, their views on the use of platforms are related to their collaborative culture, which shows that these programs and their application enhance the collaborative culture of teachers. The results emphasize the need for supportive structures and implementation of educational programs, with the ultimate goal of enhancing the collaborative culture and competence of teachers. The sixth chapter summarizes a conclusive presentation of the results of the research questions and assumptions as originally set out in Chapter 1.Chapter 7 refers to the limitations of research, proposes practical applications of the results, and provides suggestions for future research on the subject