This desk review draws from the active learning literature to establish that the Culturo- Techno-Contextual Approach is a new active learning model of African origin that holds the key to students understanding of concepts within the continent. The chapter argues that the tripod of culture, technology, and context form the basis of the CTCA and are all triggered by engaging peers, community, teachers, and other active learning partners to ensure students understand concepts. Anchored on Hofstede’s cultural dimensions, we argue that the five-step teaching processes used in the CTCA further involve students engaging with their communities, peers, friends and relations, technology, and others to enhance their understanding of concepts. We conclude that the CTCA is an active learning model that enhances students understanding of concepts in schools. We further propose the Collectivism, Culture & Context Framework (3C Framework) as one that can further enhance active learning and students’ understanding of concepts.