The logic and aim of the third module is consistent with the first two, with the addition of materials that help teachers more concretely visualize connections between the school and the wider society. This training reinforces elements of previous trainings through emphasis on practical approaches to learning, experiments, active participation, the development of skills, learning about relevant concepts and information, and the forming of habits and spiritual qualities—demonstrating how a learner can develop a capability over time through well thought out methods and educational activities.

Through Planting Crops, teachers develop a capacity to make appropriate technological choices while engaged in social action, observing how practical projects can promote both intellectual and material growth. Study of Environmental Issues helps teachers extend learning beyond the classroom, applying community-based research and project-planning skills to address real world challenges from local communities. Finally, the unit Science further reinforces teachers’ self-image as scientists, deepening their familiarity with scientific methods and enhancing appreciation for their role in the generation and application of knowledge.

Tutors continue visiting and reflecting with teachers in the third academic term, but following the full year training, this model anticipates that teachers will take over the cycle of action, reflection, and refinement of theory and methods, to eventually advance learning through their own action-reflection process.