Academic Excellence Award
Mahadeb Chattopadhyay
Balurghat B.Ed. College (Autonomous), India
Mahadeb Chattopadhyay is an academic researcher affiliated with Balurghat B.Ed. College (Autonomous), India. His documented scholarly work focuses substantially on teacher education, educational development, learner achievement, and contemporary approaches to pedagogy. The available record reports 40 documents, four citations, and an h-index of 1, providing a quantitative snapshot of his research activity.
Abstract
The scholarly profile of Mahadeb Chattopadhyay reflects research interests at the intersection of education, teacher preparation, learner development, and pedagogical innovation. His publications address topics including Indian Knowledge Systems under the National Education Policy 2020, test anxiety among M.Ed. trainees, technology-supported chemistry learning, and prospective teachers’ attitudes toward yoga. These studies illustrate an interest in educational practices that connect academic achievement with broader learner development and contemporary teaching methods [1] [2].
Keywords
Teacher education, educational technology, Indian Knowledge System, NEP 2020, learner development, academic achievement, test anxiety, flipped classroom, e-module, yoga education, pedagogy.
Introduction
Contemporary teacher education increasingly emphasizes holistic learner development, innovative pedagogy, and integration of cultural and technological perspectives. Chattopadhyay’s documented publications engage with these themes through studies of educational policy, teacher trainees, classroom technology, and learner-related outcomes. His 2025 publication on the Indian Knowledge System specifically considers holistic development in the context of NEP 2020 [1].
Research Profile
The research profile is primarily associated with education and the humanities-oriented study of teaching and learning. The available bibliographic record reports 40 documents, four citations, and an h-index of 1. His publication themes suggest a multidisciplinary orientation, combining teacher education with educational psychology, instructional technology, curriculum perspectives, and learner development.
Research Contributions
- Examined holistic learner development through the Indian Knowledge System and its relationship with NEP 2020 [1].
- Investigated test anxiety among M.Ed. trainees in relation to academic achievement during COVID-19 [2].
- Explored e-module and flipped-classroom approaches for achievement in organic chemistry [3].
- Studied prospective teachers’ attitudes toward yoga, reflecting interest in wider dimensions of teacher development [4].
Publications
Promoting Holistic Development among Learners through Indian Knowledge System (IKS): Reflection from NEP-2020. The Social Science Review: A Multidisciplinary Journal, 2025, 3(3), 203–207. [1].
Test Anxiety of M.Ed Trainees during COVID19 in relation to their Academic Achievement. M. Chattopadhyay and P. K. Sahoo, International Journal of Creative Research Thoughts, 2022, 10(5), e60–e72 [2].
Achievement in Organic Chemistry Through E-Module and Flipped Classroom Approach: An Experimental Study. M. Chattopadhyay and S. Ghosh, Indian Journal of Educational Technology, 2026, 8(1), 396–408 [3].
Attitude of Prospective Teachers towards Yoga in Durgapur City, Paschim Bardhaman. M. Chattopadhyay, P. Banerjee and S. Bhowmick, Interdisciplinary Perspectives of Education, 2025, 2(2), 79–91 [4].
Research Impact
The documented work addresses practical questions relevant to education systems and teacher preparation. Research on IKS and NEP 2020 contributes to discussion of holistic educational development, while the study of test anxiety considers learner well-being and academic achievement. Work involving flipped classrooms and e-modules further reflects the role of technology-supported pedagogy in subject learning [1] [2] [3].
Award Suitability
The available publication record provides evidence of sustained scholarly engagement with education and teacher development. The range of topics—from educational policy and Indian Knowledge Systems to academic achievement, instructional technology, and prospective teacher development—supports consideration for an Academic Excellence Award in the stated Arts and Humanities area. A complete award evaluation should additionally consider the full publication record, originality, research quality, scholarly influence, and contributions to the academic community.
Conclusion
Mahadeb Chattopadhyay’s documented research demonstrates a broad interest in educational development and contemporary teacher education. His publications address policy-informed holistic learning, academic achievement, technology-enhanced instruction, and teacher development. These themes establish a coherent academic profile relevant to recognition within the Academic Excellence Award category.
External Links
References
- Koner, A., & Chattopadhyay, M. (2025). Promoting Holistic Development among Learners through Indian Knowledge System (IKS): Reflection from NEP-2020. The Social Science Review: A Multidisciplinary Journal, 3(3), 203–207.
https://doi.org/10.70096/tssr.250303034
- Chattopadhyay, M., & Sahoo, P. K. (2022). Test Anxiety of M.Ed Trainees during COVID19 in relation to their Academic Achievement. International Journal of Creative Research Thoughts, 10(5), e60–e72.
Google Scholar record
- Chattopadhyay, M., & Ghosh, S. (2026). Achievement In Organic Chemistry Through E-Module and Flipped Classroom Approach: An Experimental Study. Indian Journal of Educational Technology, 8(1), 396–408.
Google Scholar record
- Chattopadhyay, M., Banerjee, P., & Bhowmick, S. (2025). Attitude of Prospective Teachers towards Yoga in Durgapur City, Paschim Bardhaman. Interdisciplinary Perspectives of Education, 2(2), 79–91.
Google Scholar record
- ORCID. (n.d.). Mahadeb Chattopadhyay — ORCID record. ORCID iD: 0009-0009-4063-2532.
https://orcid.org/0009-0009-4063-2532
- International Academic Excellence Awards. (n.d.). Academic Excellence Awards. Award program website.
https://academicexcellenceawards.com/