In 2025, the landscape of Indian vocational training underwent a significant transformation, driven by the integration of green technologies and cognitive wellness. Central to this evolution is Sri Indranil Mukherjee, recipient of the 2025 National Teachers’ Award and Utkarsha Bangla Excellence Award as a Best Skill Trainer from Government of West Bengal. This article examines Mukherjee’s pedagogical framework, his role in modernizing the Craftsman Training Scheme (CTS), and his advocacy for cognitive health in the digital age.
1. Introduction
The intersection of industrial demand and academic curriculum remains a critical challenge for emerging economies. On the occasion of the 2025 National Teachers’ Award ceremony at Vigyan Bhawan, the Hon’ble President of India, Smt. Droupadi Murmu, recognized Sri Indranil Mukherjee for his systemic impact on technical education. Previously a recipient of the Utkarsha Bangla Excellence Award, Mukherjee has emerged as a primary architect of modern skill training in West Bengal.
2. Curriculum Innovation in Automotive Engineering
Mukherjee’s primary contribution to the Craftsman Training Scheme (CTS) and Craftsman Instructor Training Scheme (CITS) involves the structural redesign of automotive syllabi. His work focuses on four core specializations:
- Mechanic Diesel
- Mechanic Motor Vehicle
- Two and Three-Wheeler Mechanic
By aligning these syllabi with global industry standards, he has effectively narrowed the competency gap, ensuring that trainees possess the practical acumen required for immediate employment.
3. Leadership in Green Technology and Sustainable Mobility
As India pursues its Net Zero goals, Mukherjee has pivoted his instructional focus toward green energy. His current initiatives involve:
- Electric Vehicles (EV) and Hybrid Systems: Designing modules for battery management and electric powertrain maintenance.
- Alternative Fuels: Developing training protocols for CNG and Hydrogen-cell technologies.His approach aligns with the Make in India and Skill India missions, emphasizing that “learning is a continuous process” necessary to keep pace with the rapid decarbonization of the transport sector.
4. Adaptive Pedagogy in the Era of Rapid Technological Evolution
To bridge the persistent “skill gap,” Sri Indranil Mukherjee advocates for a competency-based pedagogy that addresses the inherent lag between static academic syllabi and the exponential growth of industrial technology. Recognizing that formal curricula cannot be updated daily to match every technological breakthrough, Mukherjee champions the role of the “Agile Educator.” By continuously updating his own expertise in cutting-edge advancements—such as E-Vehicles and Hydrogen-cell technologies—he translates real-time industry shifts into practical training modules for his students. This proactive approach ensures that trainees are not limited by the written syllabus but are instead equipped with the high-end technical skills required by modern employers. Through this model of continuous learning and industrial alignment, Mukherjee transforms the Craftsman Training Scheme (CTS) into a dynamic pipeline for an industry-ready workforce, directly supporting the Skill India Mission and ensuring that India’s youth remain globally competitive in a 2025 technological landscape.
5. Socio-Technical Philosophy: “Enter to Learn, Exit to Serve”
Mukherjee’s pedagogical model extends beyond technical proficiency to include social responsibility. His ethos, summarized by the mantra “Enter to Learn, Exit to Serve,” targets the socio-economic challenge of youth unemployment. By reframing the student’s identity from a “job seeker” to a “skilled contributor,” he has fostered a culture of service-oriented technical excellence across West Bengal.
6. Mitigating Cognitive Hazards in the Digital Era
A unique aspect of Mukherjee’s 2025 advocacy is his focus on the biological impact of technology. In a technical landscape increasingly dominated by digital interfaces, he warns against the “biological and cognitive hazards” of excessive mobile phone usage.His campaign, “I can switch off my Mobile phone,” addresses the dopamine-driven cycle of short-form media (reels). He posits that while smartphones are essential tools, they must not compromise “natural thinking power” or disrupt the biological clock of the learner. This holistic approach suggests that the next generation of engineers must not only master machines but also master their own cognitive health.
7. Conclusion
Indranil Mukherjee represents the 2025 paradigm of the “Modern Indian Educator.” Through his technical curriculum design, leadership in green technology, and commitment to the mental well-being of his students, he has set a benchmark for vocational training. His recognition at the national level underscores the vital role of skill trainers in building the character and economic capacity of a nation’s youth.
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