The integration of digital collaborative tools has become increasingly important in English as a Foreign Language (EFL) teacher education, particularly in preparing preservice teachers to design and implement technology-enhanced instruction. However, in many Normal Universities in Northwest China, limited resources and insufficient training hinder the development of these skills. This study aimed to design, implement, and evaluate a collaborative teaching Technological Pedagogical Content Knowledge (TPACK) module to address this gap. The module incorporated various digital platforms, including instant messaging, learning management systems, short video, and AI-driven tools, and emphasized collaborative practices such as peer teaching, group discussions, and lesson planning. To address these issues, a structured intervention was evaluated in this study. A single-group pretest–posttest quasi-experimental design was employed with fifty-eight EFL preservice teachers. Data were collected through a pedagogical usability survey and a test of collaborative tool integration, complemented by interviews with the module instructor and selected participants. The findings indicated that preservice teachers reported high levels of satisfaction with the module, particularly regarding clarity of objectives, collaboration, feedback, and resource integration. The t-test results showed a significant improvement in participants’ knowledge and use of digital collaborative tools following the intervention. Interview data provided further insights, highlighting both the module’s benefits and challenges, such as managing multiple platforms and assessing formative performance. Overall, the collaborative teaching TPACK module effectively enhanced preservice teachers’ ability to integrate digital tools into EFL instruction while fostering engagement and professional growth. Findings indicate meaningful improvements in tool-integration competence; however, results should be interpreted with caution given the one-group design and the regional sample. These results suggest that structured, technology-supported collaborative learning experiences can play a critical role in advancing teacher education programs in resource-limited contexts.