COLLABORATIVE PEDAGOGY
CFI emphasizes a collaborative pedagogical approach. CFI recognizes that learning goes far beyond rote knowledge and that social aspects of learning are germane for acceptance of new innovation. Whether the innovation resides in ICT, e-learning, alternative teaching practices, or alternatives to institutional norms, CFI firmly believes in building trust within a community through dialog and discourse. Acceptance and institutionalization of innovation includes providing an environment where stakeholders will take action to practice, reflect, and discuss new experiences among a trusted group of colleagues.

COMMUNITY ENGAGEMENT
Society and culture are mutable realities indivisible of human enterprise. The structure of education, however, has by-and-large remained fixed and immutable throughout the 20th Century. Millennium education reform initiatives seek to resolve this discordance by developing and implementing programmes that facilitate communication and collaboration between educators and their community. Refining strategies that facilitate a dialogic approach to identifying community needs, and linking these needs with educational outcomes, will be extremely important to ensure institutions of education support the needs of the community.

LEARNER-CENTERED
Educators have traditionally employed direct instruction to reach curricular objectives: lecturing and preparing students for rote examinations. However, higher order cognitive skills are more readily mastered using alternative instructional methodologies, specifically those taking a learner-centered approach. Here, learners take learning into their own hands by constructing knowledge, understanding and meaning facilitated through a variety of resources and tools. Educators assume the role of facilitator rather than a depositor of knowledge. Students, through the instructor's guidance, must develop skills to make responsible decisions about their learning.