P4C approach has been practiced in over 60 countries worldwide for more than thirty years. It's considered a solid curriculum for enhancing learners' thinking skills. Independent studies have proven the profound effect of practicing P4C on the academic performance of learners and its positive impact on raising the IQ. Moreover, it boosts the social skills of students.

P4C approach is revolved around using Philosophical Dialogue and Enquiry as tools to help teachers and students think, speak, listen, learn, and live toghether more actively. The teachers empowers the students by taking the initiative together in the "Community of Philosophical Inquiry" and working on building their ability to express their ideas as they progress in the school. In addition to acheiving effectiveness, cognitive and skill sustainability of the facility in the field of teaching philosophical thinking. Baseera Institute trains and prepares the administrative and educational staff of the educational institution on P4C philosophical thinking teaching and learning skills in a variety of fields and sectors with a long-term support. This is done by enrolling in the certified training programs at its three levels. Upon passing the tracks, participants qualify for the accreditation stage as trainers of philosophical thinking skills using P4C methodology, which achieves sustainability in terms of the approach of educational system of the beneficiary institute .

The educational staff: Training and consulting support for teachers onsite and online, and accrediting them within the preparation of facilitators track for philosophical thinking education (P4C).
Managers and Supervisors: Training and consulting support for the managerial team and supervisors onsite and online, and accrediting them within the preparation of facilitators track for P4C philosophical thinking education.

Arranging meetings for learners using P4C approach. A professional team from Baseera institute facilitates the workshops.

Improving the educational curriculums outputs and standards in consederation to the perspective of dialogical teaching and learning, hence, improving the tools of classroom teaching through utilizing (Philosophical Thinking Strands).

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