CRIMCOMP embodies student partnerships/engagement in the teaching and learning practice as the composition of the student group and the mentoring and evaluation of their work by teachers do not follow the traditional model but focus on cooperative interaction with knowledge transfer. The method is used in the field of legal higher education, however the method can be implemented in connection with any topics of social science, taking into account that different regulatory models may exist for the same social problems in different countries. This methodology can also be applied in other training areas where different countries use different bodies of knowledge and different approaches to specific problems (teacher training, agriculture, economics, health organisation, sports financing, etc.). This good practice can lead to excellent skills and knowledge development by involving two countries, but three/four is considered ideal. In addition to the knowledge transfer linked to the thematic framework, the method has significant impacts and learning outcomes. 1) adaptation and inclusion of teammates with different knowledge, attitude and skill set backgrounds to work together 2) comparative work develops communication skills more strongly than other methods, as the participants have to understand their teammates from the other country 3) project work is carried out in a thematic framework with cross-country comparison 4) case-based teaching and learning is a method well suited to the field of law, both the development of cases and the solution of cases developed by others can be carried out as sub-projects in the chosen thematic framework 5) the students will be capable of problem-based learning and presenting their ideas (using logical argumentation techniques, presenting original ideas) and developing critical skills. 6) In addition to the above, an internationally composed “classroom” (seminar room) provides an opportunity for intercultural exchange, especially in the presence module. The good practice activities in the preparation module are static knowledge transfer, methodological grounding, development of preparatory materials and moot presentation; in the attendance module, mutual understanding and peer teaching, lectures, comparative exercises, project design with mentoring, project implementation in teamwork with tutor coaching, presentation of final results, evaluation.