Many computational thinking programs assume screens and internet access, which leaves out schools with power supply issues or limited connectivity.
As computational thinking and artificial intelligence become essential, the burden shouldn’t fall solely on computer science teachers. We aimed to shift the approach so teachers from other subjects can use CT and AI to enrich their own classes.
Thirdly, children should be content creators rather than consumers of content. We wanted them to use AI to do something that makes the world better, so we integrated SDGs into the Yukti project.
Yukti operates in the following manner:
1. Phase 1 is understand.
2. Phase 2 is prototype.
3. Phase 3 is presentation.
In Phase 1, children try to create a problem statement and utilize the strategies given to ensure that they solve the problem better. For example, they can identify a community problem, interview community members, define the problem statement and design challenge, then create a board game, construct rules, and make it fun and gamified to actually bring in a societal change.
In Phase 2, the prototype is created, and children will ideate, build, test, and iterate. The prototype will be built using eight sets of physical manipulatives provided in the learning kit. They will sketch game boards, create an algorithm using flash cards, investigate, assess, and connect with the real world.
In Phase 3, the students will properly present their solution to their peers, and they will also have a demo day setup and answer questions that are asked of them.
The entire program is unplugged for classes 3, 4, and 5 to reduce screen usage. AI awareness is added for classes 6, 7, and 8. The entire curriculum is cross-curricular and integrated with subjects such as art, environmental studies, science, mathematics, and English. The teachers are trained in a cascading model. The mentor teachers receive rigorous training for a year, ending with a diploma certificate from NCVRT, NewDelhi. They become mentors for other teachers in their schools.
Since its inception, we have launched this program in 23 schools in Tamil Nadu, reaching close to 2,500 students from grades 3 to 8. Some of the game ideas have been improvised since inception, with inputs from students themselves. We have trained more than 75 teachers across disciplines, including physical education, primary education, and language. For the first time, affordable tangible manipulative sets are being provided to students to play unplugged games that use computational thinking.
Our goal for 2026 is to scale to 200+ schools across four states, reaching 25,000 students. We also aim to translate all materials into at least four regional languages and reach schools in rural and tribal areas. Our Digital Teacher Community Platform is already growing rapidly, with 1,200 members. The SPARK Diagnostic assessment is in the process of being published as a case study. The first batch of diploma students will take their exam in April 2027.
1. Since inception, we have created the SPARC Diagnostic Assessment for AI readiness of schools and teachers
2: We have modified the simple process of explore, think, and do to the wheel of Kriya, which helps learning to be translated to real-world applications and assessments being continuous. Now prior knowledge becomes a mandatory part of learning, and metacognitive thinking using reflection is how we end the lessons.
3. With the affiliation with NCVRT,we have mandated that schools encourage teachers to become certified in the Diploma. This helps schools reduce their training cost by 55% while increasing teacher ownership.
Email to support@kriyativeinternational.school with your school name, location, and grades taught. We schedule a 30-minute orientation, conduct a needs assessment, and provide a starter pack: sample Kriya Kit, textbook, workbook, and access to our online teacher training module. Schools can pilot with classes 3 to 5 for one week before full implementation
