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it can create a prospective environment in which the students can improve other skills such as communication, creativity, collaborations in groups. and the interactive environment can result in better outcomes.

I am a biologist and from speaker which rarely happen in my subject to designer we arrange field trips to study about plants and labs for microbiology and some time dissections for studying animals (most of the thing performed by students under supervision of teacher) are better ways to explains things. this environment can result in better outcomes.

During my academic experience, the teacher "speaker" has always prevailed; only in a few occasions professors tried innovative ways to teach theoretical knowledge, but I did not appreciate much the collaborative classes, since they ended up to be more "chaotic" and less effective than expected.
What I really appreciated, instead, were the attempts to mention realistic examples that were strictly related to the topics under investigation. Of course, the teacher still acted as a speaker, but these real-life examples stimulated more questions and doubts from the audience, making it more reactive.

the design teacher is always listening

In my context the teacher as a speaker is for sure the prevalent figure. This is why, I think, most of my colleagues are not very keen to change; this indeed costs a lot of work and fatigue.
As far as the teacher designer is concerned, I think she/he can create a more livable and engaging setting for learning firstly, and secondly it's possible, imho, to foster students' participation and autonomous work.

it can create a prospective environment in which the students can improve other skills such as communication, creativity, collaborations in groups. and the interactive environment can result in better outcomes.

I am PhD in mechanical engineering. In my context, frontal lessons are the most widespread. Probably it is more complex in this context to become designers rather than speakers.