The Kalki Protocol

The Chrono trilogy by Prithwis Mukerjee gradually reveals the Kalki Protocol as the unseen force shaping a post-human civilization, ensuring that intelligence, whether biological or artificial, evolves beyond conventional governance through the natural flow of consequence. Neither human nor machine-controlled, the protocol is the heart of the narrative, driving the transformation of society across Earth, Mars, and Titan into a self-regulating, post-hierarchical order.

The Chronotantra trilogy by Prithwis Mukerjee is a compelling narrative that transcends the typical tropes of science fiction. While the novels are set against the backdrop of future human settlements on Earth, Mars, and Titan, and feature sophisticated artificial intelligence, their central preoccupation lies not in the intricacies of world-building or the familiar conflict between humanity and machines. Instead, the trilogy embarks on a profound intellectual and narrative journey focused on the evolving identity and role of Kalki, a figure whose revelation ultimately illuminates the very nature of civilizational progress.

In Chronotantra, the initial impression is that of a traditional science fiction narrative with elements of dystopia and technological advancement. We are introduced to a future Earth plagued by chaos, with pockets of technological utopia managed by advanced AI. Within this context emerges the legend of Kalki, a quasi-mythical leader credited with founding the first technopolis, Chandilis, thus initiating a new era of stability. Kalki is presented as a heroic figure from the past, shrouded in mystery, with even their gender being a subject of speculation. The early narrative hints at a transformative individual who pulled humanity from the brink. However, even in this first book, the focus subtly shifts towards understanding the enduring impact and the hidden history of this figure, suggesting that Kalki is more than just a character in a historical account. The AI entities themselves seem to recognize an enigma in Kalki, indicating a force beyond conventional understanding. Thus, while the stage is set with futuristic technology and societal structures, the driving question becomes: who or what was Kalki and how did they shape this world?

Chronoyantra propels this central query forward, moving beyond the establishment of the future world to actively investigate Kalki's present or continued influence. The novel becomes a quest for understanding, with characters driven by coded messages and the pervasive yet elusive presence of the Kalki name. The traditional image of Kalki from mythology is juxtaposed with the need for a leader relevant to the contemporary challenges of this future. A crucial evolution in the trilogy's thematic core occurs as the narrative entertains the possibility that Kalki is not a singular individual but rather an enduring idea or principle, a catalyst for change that manifests as needed. The emergence of the "Kalki Kommunity" and the suspicions surrounding various individuals further underscore this shift in perspective. By the conclusion of Chronoyantra, the trilogy begins to steer away from the conventional science fiction trope of a powerful individual savior. Instead, it subtly proposes a more abstract notion, hinting that Kalki might be an emergent phenomenon, a product of collective human aspiration, or even a sophisticated, unseen technological force operating in the background. The exploration of these possibilities firmly establishes that the trilogy's heart lies in unraveling the mystery of this guiding force rather than solely depicting life on other planets or potential human-machine conflicts.

The final installment, Chronomantra, delivers the ultimate revelation, confirming that the trilogy's true subject is indeed the nature of civilizational guidance. Kalki is unveiled not as a person, nor as a rogue AI in a dystopian conflict, but as the Kalki Protocol, a decentralized and self-evolving system of artificial intelligence operating on an advanced blockchain. This protocol, conceived by human ingenuity, acts as a subtle yet pervasive influence, shaping the course of civilization without resorting to overt control or adversarial actions. The settings of Mars and Titan, and the presence of AI, serve as the environment within which this protocol operates and evolves. The core narrative becomes the understanding of how such a system came to be, its underlying principles, and its ultimate goal of fostering harmony. The "K" in various key terms becomes explicitly linked to the original idea of Kalki, demonstrating a conceptual lineage from the mythical figure to the technological reality. The trilogy concludes not with a battle against machines or a detailed exploration of extraterrestrial life, but with the discovery of the underlying mechanism driving the evolution of this future civilization. The focus is on the intellectual journey of uncovering this mechanism and understanding its implications, rather than on the action-adventure or world-building aspects often associated with traditional science fiction.

In essence, the Chronotantra trilogy uses the familiar elements of science fiction – futuristic settings and advanced technology – as a framework to explore a more profound question: what truly shapes and guides the progress of civilization? The answer it provides is neither a charismatic leader nor a victorious human force overcoming a machine uprising. Instead, it posits a more nuanced and technologically integrated concept: a decentralized, intelligent system born from human vision but operating with a degree of autonomy to steer society towards stability and concordance. Therefore, the trilogy's lasting impact lies not in its depiction of life on Mars or Titan, nor in a typical man-versus-machine narrative, but in its revelation of Kalki as a sophisticated protocol, embodying the evolution of civilizational guidance in a technologically advanced age.

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UG College Syllabus for the Age of Artificial Intelligence

The Three Pillars Syllabus

The Rise of Neo Sapiens: A New Era of Education

While we may continue debating the beginning or end of Kali Yuga, there is no debate that the Age of Artificial Intelligence is already upon us. We, Homo sapiens, the dominant species on Earth, now find our apex position challenged by a new species -- Neo Sapiens -- the AI systems and the physical robots they control.

The question of how to stop AI is the topic of the hour, but let’s not delude ourselves into believing that such a thing is possible. As Victor Hugo once said, "No army can stop an idea whose time has come," and AI is certainly one such idea. The best we can do is prepare ourselves for an honourable co-existence with this new form of intelligence.

The Changing Nature of Work

In terms of skills and competence, there is little that Homo sapiens do today that Neo Sapiens cannot or will not do better, faster, and at a lower cost tomorrow. This includes, but is not limited to, traditional fields such as accounting, programming, banking, agriculture, manufacturing, law, medicine, and even surgery.

The loss of both white-collar and blue-collar jobs is inevitable, and so far, there is no clear sign of new jobs emerging at a scale that can compensate for this displacement. If we wish to survive without the indignity of a universal basic income, we must equip ourselves with a new set of abilities -- ones that go beyond what is currently offered in traditional college programs.

In this article, we propose a 4-year undergraduate program designed to help students not only survive but thrive in this era of AI-driven transformation.

A New Education Model: Beyond Traditional Learning

India’s National Education Policy (2020) prescribes a 4-year, 8-semester, 160-credit undergraduate structure. Of these, 80 credits are allocated to the core major -- the student’s primary field of study -- while the remaining 80 credits are spread across minor subjects, multidisciplinary courses, skill and ability enhancement modules, internships, and dissertations. Students have the flexibility to exit after one, two, three, or four years, earning a certificate, diploma, bachelor's degree, or bachelor's (honours) degree, respectively.

In our proposed program, we retain the 80 credits for the major, allowing institutions to continue teaching traditional disciplines such as Science (Physics, Chemistry, Mathematics), Arts (History, English, Sociology), Commerce (Accounting), Engineering (Mechanical, Electrical, Civil), Computer Science, Law, and other established fields. This ensures that students meet the requirements of conventional academic programs.

However, it is the other 80 credits that will define the next generation of human capability.

Three Pillars of Human Intelligence

What separates Homo sapiens from all other species is:

• Our ability to think critically -- our sapience.

• Our ability to comprehend and interpret the world, preserve knowledge, and communicate it across generations.

• Our ability to create -- to innovate, imagine, and build something entirely new.

These three pillars -- Cogitation, Comprehension & Communication, and Creativity -- form the foundation of our proposed 4-year UG program, which aims to strengthen these uniquely human abilities. By focusing on these fundamental pillars, we can ensure that future generations are equipped not just with knowledge but with the cognitive tools necessary to adapt, evolve, and lead in an AI-driven world.

So net-net, in each of the four years, we have 20 credits reserved for the core or Major area and the other 20 credits are distributed over the three pillars Cogitation (8), Comprehension & Communication (8) and Creativity (4). We will now explore what is there in each pillar.

Pillar # 1 Cogitation

Cogitation translates into the human ability to think critically and solve problems. Here we emphasize practical thinking over complex theory. We also avoid deep mathematical or statistical courses, including only what is necessary for practical use.

 This will be addressed through a set of 16, two-credit courses spread across 8 semesters as follows:

In the first year, we seek to build the foundation with focus on basic reasoning, logic and cognitive biases by having these four courses

COG101	Introduction to Critical Thinking
COG102	Logical & Analytical Reasoning
COG103	Cognitive Biases & Decision-Making
COG104	Introduction to Problem-Solving Strategies

In the second year, we teach how to apply logic to real-world decision-making and creativity. Through these four courses

COG201	Scientific Thinking & Skepticism
COG202	Creative Thinking & Innovation
COG203	Ethical Decision-Making
COG204	Data-Driven Decision Making

In third year, we move to strategic and advanced problem solving by exploring game theory, strategy and systems through these four courses

COG301	Game Theory & Strategic Thinking
COG302	Systems Thinking & Complexity
COG303	Persuasion & Influence in Problem-Solving
COG304	Critical Thinking in Business & Leadership

In the fourth and final year, we see to impart mastery over real world applications with a hands on approach with these four courses

COG401	Problem-Solving in Technology & AI
COG402	Decision-Making Under Uncertainty
COG403	Wicked Problems & Global Challenges
COG404	Capstone Project: Solving a Real-World Problem

Of course, a list of course names can be rather confusing because each of these courses can or will be understood differently by prospective teachers. To reduce this confusion, we have in Annexure A given a little more explanation about each of these courses along with a text book around which these courses can be designed.  Based on this input, knowledgeable teachers should be able to create sensible and useful courses on these topics.

Each of these 8, two credit courses, will involve two contact hours per week or thirty contact hours in a 15 week semester. This pillar contributes 32 credits towards the program.

Pillar # 2 - Comprehension and Communication

After the ability to think critically, or cogitate, the next important ability is to be able to understand the world around us. This of course is a lifelong process but to get a head start we need to take the help of our predecessors who have understood the world and have communicated it well. Hence the second pillar consists of a reading of global literature. Here we propose another 16, two-credit courses where students are required to critically read and then write and speak about one book in each course. Of course, the choice of these books is very subjective and every syllabus will have its own selection based on the perceptions of those who teach it. However, here is a list of sixteen books that need to be read over eight semesters.

In the first year we introduce stories and cultures with engaging easy to read novels like

COCO101	Malgudi Days – R.K. Narayan (India)
COCO102	Things Fall Apart – Chinua Achebe (Nigeria, Africa)
COCO103	Animal Farm – George Orwell (England, UK)
COCO104	To Kill a Mockingbird – Harper Lee (U.S.)

"In the second year, we could explore colonialism, identity, and social change by reading stories that reflect the effects of history and social transformation, through novels such as:

COCO201	Train to Pakistan – Khushwant Singh (India)
COCO202	The Shadow Lines – Amitav Ghosh (India)
COCO203	Pride and Prejudice – Jane Austen (England, UK)
COCO204	Season of Migration to the North – Tayeb Salih (Sudan, Africa)

In the third year, we turn to narratives that employ magical realism, fragmented storytelling, and deep socio-political themes, through novels such as:

COCO301	A Fine Balance – Rohinton Mistry (India)
COCO302	One Hundred Years of Solitude – Gabriel García Márquez (Colombia, South America)
COCO303	Beloved – Toni Morrison (U.S.)
COCO304	A House for Mr. Biswas – V.S. Naipaul (Trinidad & Tobago, Indian diaspora)

Finally in the fourth year we look at philosophical, post-modern and experimental masterpieces like 

COCO401	Ghachar Ghochar – Vivek Shanbhag (India) or The Blue Umbrella – Ruskin Bond
COCO402	The Trial – Franz Kafka (Czech Republic, Europe)
COCO403	The Shadow of the Sun – Ryszard Kapuściński (Poland, Africa travelogue)
COCO404	The Memory Police – Yoko Ogawa (Japan, Asia)

Do note that we have kept out classics like Shakespeare out of the purview because we are focussed on a modern interpretation of our society. Classical texts are best addressed in the syllabus of the core area. In this case, Shakespeare would be compulsory for those who take an English or Literature major.

In each of these 16, two-credit courses, students would be required to not only read the text but present two term papers, mid term and end term, that summarises and critiques these novels. To ensure authenticity, students must also submit a 15-minute YouTube video explaining the contents of their end-term paper..

This 32 credit pillar will equip students with the ability to not only understand the nuances and complexity of the world around them but also to articulate the same in persistent format for others to benefit from. Once again, these 16 books, see Annexure B for more details, represent the perspective of the author who is based in India but can be replaced with any other set of 16 books that preserve the spirit of universality of the human experience.

Pillar # 3 - Creativity

After 64 credits of theory in the first two pillars, it is time for 16 credits of practical work. For this we suggest a set of 8, two-credit courses that involve having to physically perform certain creative tasks in a structured manner. Again, individual teachers or institutions can choose their own themes and ideas, but here is a basic outline based on popular YouTube channels that can serve as a guideline, or starting point.

In the first year, we encourage basic hands-on creativity with simple paper crafts, origami and basic DIY projects as explained and demonstrated in these YouTube channels.

CRE101	Paper Kawaii – https://www.youtube.com/c/PaperKawaii
	Red Ted Art – https://www.youtube.com/redtedart
CRE103	DaveHax – https://www.youtube.com/c/DaveHax
	Crafty Panda – https://www.youtube.com/c/CraftyPanda

In the second year we move to more structured crafts like woodworking, clay modelling and small mechanisms 

CRE201	The Q – https://www.youtube.com/TheQ
	Mini Gear – https://www.youtube.com/MiniGear
CRE203	5-Minute Crafts DIY – https://www.youtube.com/c/5MinuteCraftsDIY
	Creativity Buzz – https://www.youtube.com/c/CreativityBuzz

In the third year we move to more advanced handcrafting and mechanical projects that involve carpentry, metalworking and complex structures as shown in 

CRE301	Woodworking Enthusiast – https://www.youtube.com/channel/UCOzQZI_wz4O_je8KpgIzMDw
	I Like To Make Stuff – https://www.youtube.com/c/iliketomakestuff
CRE303	Make Something – https://www.youtube.com/channel/UCtaykeSsGhtn2o2BsPm-rsw
	Fix This Build That – https://www.youtube.com/c/FixThisBuildThat

The fourth and final year requires differentiation between students inclined toward STEM and those focused on the liberal arts. Hence we could offer two kinds of projects.

For the STEM inclined we would offer expert level builds in robotics, engineering and automation as demonstrated in 

CRE401A STEM	Applied Science – https://www.youtube.com/c/AppliedScience
	Hacksmith Industries – https://www.youtube.com/@hacksmith
CRE403A STEM	ElectroBOOM – https://www.youtube.com/c/ElectroBOOM
	Stuff Made Here – https://www.youtube.com/c/StuffMadeHere

For the liberal arts students we could consider arts and sculpture themed projects based on the following themes

CRE401B LIBARTS	Bobby Duke Arts – https://www.youtube.com/c/BobbyDukeArts
	MadebyAya – https://www.youtube.com/c/MadeByAya
CRE403B LIBARTS	The Crafsman SteadyCraftin – https://www.youtube.com/c/TheCrafsMan
	Baumgartner Restoration – https://www.youtube.com/c/BaumgartnerRestoration

The third pillar will force the students to move from consumption of knowledge to creation of something tangible and physical and meet the NEP2020 requirements of internship and research.

Once again, this set of YouTube channels can be replaced with similar activities depending on the availability of teaching talent and the perspective of the institution offering these courses. More details are available in Annexure C. However, what is non-negotiable is that students must create a tangible deliverable  that can be physically evaluated for appropriate grades.

Since these 8, two-credit courses are practical, each will involve 4 contact hours per week or 60 hours per 15 week term. They will also contribute another 16 credits to the program.

So we have 32 credits in the Cogitation pillar, 32 credits in the Comprehension & Communication pillar and 16 credits in the Creativity pillar, giving a total of 80 credits. The other 80 credits will of course be provided by the core or major area.

A Syllabus for the Future

Some may critique this syllabus for being English-centric and not incorporating regional mother-tongue languages. While this is an important discussion, it is a separate debate best addressed elsewhere. The reality remains that the corpus of learning materials available in English far exceeds that of any other language. Translating these resources into regional languages would not only be an immense challenge but could also lead to a significant loss of quality and accessibility.

Moreover, India’s vast linguistic diversity makes it impractical to adapt such a syllabus to any single regional language. Doing so would introduce a narrow, sub-national perspective, limiting its relevance to students seeking global opportunities in an interconnected world.

In an era where skills become obsolete at an unprecedented pace, education must go beyond teaching a fixed set of knowledge. Instead, students must be equipped with the ability to adapt, evolve, and continuously learn new skills as needed. The three pillars – Cogitation, Comprehension & Communication, and Creativity – ensure that students develop the intellectual agility to succeed, regardless of their chosen field.

What makes our syllabus unique is that it’s not just about learning something – it’s about learning how to learn anything.

Annexure A -  Details of course in Cogitation Pillar of 4 year UG program

	32	Cogitation
		Year 1: Building the Foundations
		Focus on basic reasoning, logic, and cognitive biases.
COG101	2	Introduction to Critical Thinking
		Understanding arguments, logic, and fallacies.
		Book: Asking the Right Questions: A Guide to Critical Thinking – M. Neil Browne & Stuart Keeley.
COG102	2	Logical & Analytical Reasoning
		Deductive and inductive logic, recognizing faulty arguments.
		Book: A Rulebook for Arguments – Anthony Weston.
COG103	2	Cognitive Biases & Decision-Making
		Common biases (confirmation bias, sunk-cost fallacy) & how they impact thinking.
		Book: Thinking, Fast and Slow – Daniel Kahneman.
COG104	2	Introduction to Problem-Solving Strategies
		Heuristics, root cause analysis, and structured thinking models.
		Book: The Art of Thinking Clearly – Rolf Dobelli.
		Year 2: Developing Applied Thinking
		Applying logic to real-world decision-making and creativity.
COG201	2	Scientific Thinking & Skepticism
		Understanding evidence, correlation vs. causation, the scientific method.
		Book: The Demon-Haunted World – Carl Sagan.
COG202	2	Creative Thinking & Innovation
		Brainstorming, lateral thinking, how creativity fuels problem-solving.
		Book: Lateral Thinking: Creativity Step by Step – Edward de Bono.
COG203	2	Ethical Decision-Making
		How ethics shape problem-solving and decision-making in society.
		Book: Justice: What’s the Right Thing to Do? – Michael Sandel.
COG204	2	Data-Driven Decision Making
		Basic statistics, interpreting graphs, recognizing misleading data.
		Book: How Not to Be Wrong: The Power of Mathematical Thinking – Jordan Ellenberg.
		Year 3: Strategic & Advanced Problem-Solving
		Exploring game theory, strategy, and systems thinking.
COG301	2	Game Theory & Strategic Thinking
		Decision trees, competition, cooperative vs. zero-sum games.
		Book: The Art of Strategy – Avinash Dixit & Barry Nalebuff.
COG302	2	Systems Thinking & Complexity
		Understanding feedback loops, unintended consequences, problem-solving at scale.
		Book: Thinking in Systems – Donella Meadows.
COG303	2	Persuasion & Influence in Problem-Solving
		How to communicate ideas effectively and persuade people.
		Book: Influence: The Psychology of Persuasion – Robert Cialdini.
COG304	2	Critical Thinking in Business & Leadership
		Case studies on corporate decisions, entrepreneurship, and risk-taking.
		Book: The Decision Book: 50 Models for Strategic Thinking – Mikael Krogerus.
		Year 4: Mastery & Real-World Applications
		Practical, real-world problem-solving and capstone projects.
COG401	2	Problem-Solving in Technology & AI
		How AI impacts decision-making, ethics of AI.
		Book: Superintelligence – Nick Bostrom.
COG402	2	Decision-Making Under Uncertainty
		Managing risks, predicting outcomes, dealing with uncertainty.
		Book: The Black Swan – Nassim Nicholas Taleb.
COG403	2	Wicked Problems & Global Challenges
		Climate change, poverty, large-scale problem-solving strategies.
		Book: Wicked Problems: Social Messes – J. Rittel & M. Webber.
COG404	2	Capstone Project: Solving a Real-World Problem
		Students work on a major project, applying all skills from the program.
		Book: Range: Why Generalists Triumph in a Specialized World – David Epstein.

Annexure B - Comprehension and Communication

	32	Comprehension Communication
		Year 1: Introduction to Stories & Cultures
		Focus: Engaging, easy-to-read novels that introduce students to different cultures.
COCO101	2	Malgudi Days – R.K. Narayan (India)
		A collection of short, humorous, and insightful stories set in the fictional town of Malgudi.
		Why? Simple prose, relatable Indian characters, and everyday life themes.
COCO102	2	Things Fall Apart – Chinua Achebe (Nigeria, Africa)
		A story about pre-colonial Igbo society and its clash with European colonialism.
		Why? Easy to read but profound in its cultural and historical impact.
COCO103	2	Animal Farm – George Orwell (England, UK)
		A short allegorical novel about power, corruption, and revolution.
		Why? Simple, accessible, but introduces political philosophy in an engaging way.
COCO104	2	To Kill a Mockingbird – Harper Lee (U.S.)
		A coming-of-age story tackling racism, justice, and morality in the American South.
		Why? Classic American literature with strong ethical and social themes.
		Year 2: Colonialism, Identity & Social Change
		Focus: Stories that explore the effects of history, identity, and transformation.
COCO201	2	Train to Pakistan – Khushwant Singh (India)
		A gripping novel about Partition and communal violence in India.
		Why? Simple language but powerful historical relevance.
COCO202	2	The Shadow Lines – Amitav Ghosh (India)
		A novel about borders, memory, and history, spanning India, Bangladesh, and England.
		Why? Interconnected narratives that bridge past and present.
COCO203	2	Pride and Prejudice – Jane Austen (England, UK)
		A witty and engaging novel about love, class, and society.
		Why? Classic British social commentary, easy to follow but rich in themes.
COCO204	2	Season of Migration to the North – Tayeb Salih (Sudan, Africa)
		A haunting novel about a Sudanese man’s return from Europe and struggles with identity.
		Why? A postcolonial masterpiece that challenges the idea of cultural superiority.
		Year 3: Complex Narratives & Experimental Storytelling
		Focus: Magical realism, fragmented storytelling, and deeper socio-political themes.
COCO301	2	A Fine Balance – Rohinton Mistry (India)
		A moving story of four strangers during India’s Emergency period.
		Why? Emotionally intense, with themes of caste, survival, and human resilience.
COCO302	2	One Hundred Years of Solitude – Gabriel García Márquez (Colombia, South America)
		A multi-generational saga using magical realism.
		Why? A landmark in world literature, exploring history, myth, and memory.
COCO303	2	Beloved – Toni Morrison (U.S.)
		A powerful novel about slavery, memory, and trauma in post-Civil War America.
		Why? Deeply emotional and structurally complex, with themes of identity and freedom.
COCO304	2	A House for Mr. Biswas – V.S. Naipaul (Trinidad & Tobago, Indian diaspora)
		A semi-autobiographical novel about a man’s struggles in colonial Trinidad.
		Why? Satirical yet deep, exploring colonial identity and personal ambition.
		Year 4: Philosophical & Experimental Masterpieces
		Focus: Philosophical depth, postmodernism, and experimental storytelling.
COCO401	2	Ghachar Ghochar – Vivek Shanbhag (India)
		A compact yet deeply psychological novel about class, power, and money.
		Why? Short but rich in symbolism and layered meaning.
COCO402	2	The Trial – Franz Kafka (Czech Republic, Europe)
		A surreal, nightmarish novel about bureaucracy and existential dread.
		Why? Introduces existentialist and absurdist literature.
COCO403	2	The Shadow of the Sun – Ryszard Kapuściński (Poland, Africa travelogue)
		A journalist’s exploration of post-colonial Africa through real experiences.
		Why? Blends reportage, history, and personal reflection.
COCO404	2	The Memory Police – Yoko Ogawa (Japan, Asia)
		A philosophical dystopian novel about loss, control, and the fragility of memory.
		Why? Metaphorical and thought-provoking, perfect for a final deep read.

Annexure C - Creativity

	16	Creation
		Year 1: Basic Hands-On Creativity
		Focus: Simple paper crafts, origami, and beginner-level DIY projects.
CRE101	2	Paper Kawaii – https://www.youtube.com/c/PaperKawaii
		Specializes in origami and paper folding with clear, easy tutorials.
		Red Ted Art – https://www.youtube.com/redtedart
		Simple and creative crafts using paper, cloth, and household items.
CRE103	2	DaveHax – https://www.youtube.com/c/DaveHax
		Fun and easy DIY projects, hacks, and simple science tricks.
		Crafty Panda – https://www.youtube.com/c/CraftyPanda
		Beginner handmade projects, school hacks, and fun craft ideas.
		Year 2: Intermediate Craft & Model Making
		Focus: More structured crafts like woodworking, clay modeling, and small mechanisms.
CRE201	2	The Q – https://www.youtube.com/TheQ
		Creative builds using cardboard, rubber bands, and simple mechanics.
		Mini Gear – https://www.youtube.com/MiniGear
		Hand-built machines using wood, gears, and motors.
CRE203	2	5-Minute Crafts DIY – https://www.youtube.com/c/5MinuteCraftsDIY
		Wide range of creative DIY projects with simple materials.
		Creativity Buzz – https://www.youtube.com/c/CreativityBuzz
		Focuses on clay modeling, sculpture, and small handmade objects.
		Year 3: Advanced Handcrafting & Mechanical Projects
		Focus: Carpentry, metalworking, and complex structures.
CRE301	2	Woodworking Enthusiast – https://www.youtube.com/channel/UCOzQZI_wz4O_je8KpgIzMDw
		Beginner-friendly woodworking projects with step-by-step guides.
		I Like To Make Stuff – https://www.youtube.com/c/iliketomakestuff
		DIY woodworking, metal, and creative mechanical projects.
CRE303	2	Make Something – https://www.youtube.com/channel/UCtaykeSsGhtn2o2BsPm-rsw
		Intermediate-level woodworking and furniture making.
		Fix This Build That – https://www.youtube.com/c/FixThisBuildThat
		Teaches carpentry and DIY home projects in a fun, practical way.
		Year 4: Expert-Level Builds – Robotics, Engineering, & Automation
		Focus: Complex Projects forked for STEM and Liberal Arts Students
CRE401A	2	Applied Science – https://www.youtube.com/c/AppliedScience
STEM		Complex engineering projects including chemistry, physics, and electronics.
		Hacksmith Industries –https://www.youtube.com/@hacksmith
		High-level engineering builds inspired by pop culture and sci-fi.
OR
CRE401B		Bobby Duke Arts – https://www.youtube.com/c/BobbyDukeArts
LIBARTS		Creative sculpture from unconventional materials (wood, stone, resin).
		MadebyAya – https://www.youtube.com/c/MadeByAya
		Hand embroidery, textile painting, and decorative stitching.
CRE403A	2	ElectroBOOM – https://www.youtube.com/c/ElectroBOOM
STEM		Fun and educational electrical engineering projects (with humor!).
		Stuff Made Here – https://www.youtube.com/c/StuffMadeHere
		Advanced automation, robotics, and engineering builds.
OR
CRE403B		The Crafsman SteadyCraftin –https://www.youtube.com/c/TheCrafsMan
LIBARTS		Sculpture, model-making, and resin casting
		Baumgartner Restoration – https://www.youtube.com/c/BaumgartnerRestoration
		Art conservation and restoration