Souvik Mandel, PhD, is a data engineer and AI solutions architect at LabXchange. From India, Souvik has a deep passion for improving access to quality science education—especially in locations where opportunities to engage with science resources are limited. To that end, in May 2025 he was able to catalyze a collaboration between LabXchange and the Indian Institute of Science (IISc) to train 8,000 Indian educators through LabXchange's Teacher Ambassador Program.

We asked Souvik to tell us more about how he discovered his love for science, what led him to his current career, and what he envisions for the future of STEM in India.

What inspired you to pursue a career in STEM?

I grew up in a small town in Eastern India, spending most of my childhood on my family farm. From an early age, I started taking care of the farm animals—honeybees, chickens, ducks, goats, cows, and buffalos—as well as pets like parrots, cats, dogs, and mongooses. The farm also had some less-welcome visitors, like langurs and foxes. I shared close bonds with many animals, nurtured over time through mutual understanding that developed into trust, active communication, and lots of playtime.

Caring for the farm animals and pets while happily coexisting with the other animals required a great deal of understanding of animals and their relationship with the surrounding natural world. I often went to the adults, most of whom saw the animals as mere animals, with questions about the animals. But either they brushed off those as nonsense questions, or gave some made up answers with little sprinkles of traditional knowledge.

My grandmother, however, was an exception. She seemed to understand the behaviors and habits of every animal on the farm, and told me many stories about these simple animals with extraordinary tales. The family vet added to these stories and my understanding on taking care of sick animals. To uncover more about the animals, I began observing them, noting what they do as a chore and what they do in response to something. Those led me to think about the reasons behind their actions, making my own hypotheses and sometimes testing them.

We didn’t have any modern sources of entertainment like TV or music players. So, the only available entertainment, the animals, naturally became my source of joy and fascination. Without realizing it, these early experiences shaped my passion, leading me to pursue a degree in zoology and eventually my PhD in behavioral science—marking my decisive step toward a lifelong career in STEM.

What is your educational background? What led you to the role that you have today?

After high school, I pursued a bachelor’s degree with a major in zoology and minors in botany and chemistry. Next, I earned my master's in zoology with a specialization in ecology and animal behavior. I did my PhD studying animal behavior at the Indian Institute of Science, working on searching and cooperative behavior in social animals. Following my PhD, I worked as a visiting scientist in France for some time, studying collective defense systems in honeybees.

During my post-doctoral research at Harvard University, much of my work was focused on implementing computer vision, machine learning, and data science to automate large-scale behavioral studies. However, over time, I found myself contemplating the limited societal contribution I would make as an academic scientist studying animal behavior—especially during a period when the urgency to apply my knowledge and skills for the betterment of the world has been becoming increasingly clear.

The COVID-19 pandemic offered a rare pause—a moment to reflect deeply and consolidate my thoughts on purpose. I realized that my combination of expertise in learning, behavior science, data, and AI could be better leveraged in the field of education. That’s when I decided to pivot my career, with the goal of creating meaningful, scalable impact through educational innovation. LabXchange was (and still is) such a perfect match for what I wanted to do. And here I am.

What does your job entail?

My work includes coordinating with different teams at LabXchange to identify their needs and areas where data and AI can be leveraged to improve processes. I plan how to gather the necessary data or develop AI pipelines, discuss and distribute the work with other team members, and do my own programming work. Once ready, I implement these solutions on our platform.

In addition, I am actively working on expanding the accessibility of LabXchange in India. This involves frequent engagement with individuals from diverse sectors—including educators, executives of teacher training institutes, government bodies, nonprofit organizations, and potential funders—as we explore opportunities to advance STEM education in India.

What challenges have you faced throughout your career journey? How have you overcome them?

My high school didn’t even have electricity in the classrooms, so you can imagine how outdated the pedagogy was. There were very few role models in that small town, and in my small world disconnected from the rest. Yet, I was lucky enough to have a few inspiring teachers who encouraged me to look beyond job opportunities in our small town and become a scientist one day. So, I cannot say these were challenges that one can overcome by themselves. In my current role, I am trying to make it better for young people in places like where I came from. One valuable lesson I learned from growing up in such a place with a void of opportunities is how to make the most out of challenging situations.

My first significant challenge came when I moved to Kolkata for my bachelor's degree. Coming from a small town, Kolkata was my first experience of a large city, and the resulting culture shock was profound—more intense than anything I've experienced, even when moving to other countries later in life. I had to quickly learn how to adapt to a completely new environment by carefully observing my surroundings, making strategic decisions, and learning to tune out distractions and negativity.

However, perhaps the greatest challenge I faced was caste-based discrimination, as I am a Dalit, belonging to a scheduled caste. Historically, Dalits have been considered the lowest stratum of the caste system—labeled “untouchable,” because, according to certain interpretations of ancient texts, they were relegated to perform tasks like manual scavenging, including cleaning and carrying human excreta. Though any form of discrimination is prohibited by law in India, sadly, such practices, and therefore caste-based discrimination, still persist in India.

I often faced prejudice, exclusion, ridicule, and the denial of opportunities. Throughout my undergraduate and master’s studies in Kolkata, many peers and even some professors frequently reminded me, implicitly and explicitly—that I didn’t belong, either in an esteemed academic institution or in higher education at all. Although I encountered similar discrimination during my PhD, it was to a much lesser extent.

Discrimination is not something we can overcome quickly and easily, but I have been fortunate to have supportive friends and mentors along the way. I actively built a strong support network with people who believed in the cause of fighting discrimination. During this time, I also became involved in student politics, where I learned how to organize and navigate adverse situations to create a better future for all. I firmly believe that education remains one of the most powerful tools we have to break down such barriers and eradicate discrimination of any kind.

What do you hope to accomplish in your career?

I envision a world where knowledge is accessible and equitable for all, especially those from underrepresented backgrounds. I hope to achieve such a world through an education system that bridges science, technology, arts, and society, where every student can live up to their dreams, unleashing their true potential and the explorer within. This means fostering curiosity, creativity, and courage to challenge the unchallengeable, while encouraging problem-solving, cooperation, and scientific thinking. Achieving this requires empowering educators with up-to-date resources and training, grounded in the latest learning science.

In the long term, I aspire to develop scalable platforms and tools that harness data and AI to personalize learning, and support better physical and mental health, and build a more equitable and connected world. Ultimately, I dream of a world where all life forms are dignified and free from exploitation, where every person has equal access to freedom, justice, and knowledge, and where growth is in harmony with sustainability.

Can you tell us more about how the collaboration between LabXchange and the Indian Institute of Science (IISc) came about?

In the summer of 2024, I finally took my long-overdue honeymoon in Kerala, a picturesque state in Southern India. Since Bengaluru was not that far from there, I visited IISc to deliver a talk and meet my old friends there. One of these dear friends, Mr. Veeranna Kammar—now a deputy registrar at IISc—invited me for a long, laughter-filled lunch at our old-time favorite restaurant.

We reminisced about life, old times, the current pulse of IISc, and naturally, the conversation turned to my career shift. He was genuinely happy to see me pursuing my longstanding passion for making science education accessible to all. The discussion turned to finding opportunities to advance STEM education in India, and he promptly connected me with Dr. Subba Reddy B.

After organizing the workflow, navigating formalities and securing approval from both sides, we launched this exciting collaboration in May, at last. It’s a partnership born of shared vision, longstanding connections, and a commitment to advancing STEM education in the country.

What is your vision for STEM education in India?

In India, STEM education is often confined to textbooks and seen merely as a means to earning a living after obtaining certain degrees. So, the rewards feel distant and disconnected from everyday life. My vision is for young minds to view STEM as both a source of joy, fueling their curiosity, and a tool for solving real-world problems that affect real people, fostering a mindset of innovation. I want them to get the immediate reward through the joy of applying their current knowledge and skills to meaningful problem solving. I hope to inspire a culture where STEM is not just studied, but practiced and celebrated as a means to make meaningful contributions to individual lives and society.

This is not an easy task, though. It will require an overhaul of the educational system. But I am hopeful that by building a vibrant network of passionate individuals—including learners, educators, thinkers, leaders, and policymakers—and working together, we can transform STEM education in India.

What is one action that STEM educators in India can take to make their teaching more effective or engaging?

Inspire your students—they need it now more than ever. Connect lessons to their everyday lives. Show them how the knowledge you’re teaching in the classroom can help them to earn a living, as well as improve their lives and the lives of those around them. When students truly see the real-world value of knowledge, I hope they become more engaged, curious, and motivated.