Latin America had no noncognitive skill activities promoted during the COVID-19 pandemic, affecting the development of educational competencies. Learning noncognitive skills is fundamental in civic education, as exemplified by Japan's "Tokkatsu" model, where daily practices, including facility cleaning, recycling, and voluntary assistance to teachers, form the foundation of a holistic education (both cognitive and noncognitive). This research investigated whether implementing "Tokkatsu"-related activities (cleaning, recycling, and volunteering) can foster noncognitive skill development in children within an online learning context for 5 months in a secondary public school in Peru. Factors influencing student motivation and participation were also identified, providing valuable insights for future initiatives. Utilizing a mixed-methods design, the study initially collected and analyzed quantitative data and then collected qualitative data through semistructured surveys and interviews with students and their families. Results showed that participating in the three abovementioned noncognitive skill activities promoted students' autonomy and empathy, developed students' leadership and decision-making skills, encouraged family commitment and cohesion among its members, and promoted the practice of learning by doing. These outcomes help improve students' motivation and cooperative behaviors. Therefore, integrating theory and practice through learning by doing aids in reshaping students' habits, with broader implications for future research and policy development.