Feb, 9:The International Education group at Cambridge University Press & Assessment announced that for the first time in its Science Competition’s history, one country has won the three global awards available, showcasing how Cambridge IGCSE and O Level students turn classroom learning into real-world solutions in sustainability, engineering, and scientific research, acquiring skills that will equip them for university and the workplace beyond.
Head Judge Charlie Pettit, Teaching Associate at the Faculty of Education, University of Cambridge, praised the quality of submissions, stating that the judges often adopted a “peer review” approach, evaluating each team’s research with the academic rigour typically found in university settings.
The Best in World award was presented to the team from Jayshree Periwal International School, Rajasthan; Lavanya Sharma, Tanishka Goyal, Ritika Mittal, Yashkit Jain, Aarna Arora, and Aishna Goyal, for their investigation into compounds extracted from Helianthus annuus (wild sunflower) and their potential to inhibit plant growth. This research proposes an eco‑friendly alternative to chemical herbicides. Judges described their work as an “exceptionally professional study,” commending their clear explanations of allelochemicals and their environmental advantages. Team member Ritika Mittal shared that the experience had strengthened her research skills and boosted her confidence for university‑level study. The school’s Principal, Mrs. Manisha Razdan, added, “we celebrate this achievement as a strong example of purposeful scientific inquiry in action. The work highlights students’ ability to apply critical thinking and research skills to real-world challenges around sustainability, moving beyond content knowledge to evidence-based reasoning. It reflects the Cambridge learner attributes in practice—curiosity, collaboration, reflection, and responsible decision-making. Opportunities like this position science as impactful, ethical, and globally relevant. By valuing inquiry and rigour, such platforms help develop future-ready learners who understand both the power of scientific thinking and the responsibility that comes with it.”
The Sustainability Award went to three students from FirstSteps World School, Chandigarh; Shreeya Sahi, Rooppreet Kaur, and Anahhat Khosa, who explored the effectiveness of low‑cost filtration techniques using materials such as Moringa, alum and layered filters to address the global challenge of unsafe drinking water. The students expressed their gratitude for the opportunity to conduct hands‑on experiments in a real laboratory and for the deeper understanding they gained of community water challenges.
The Engineering Award was presented to Vidhathri Vaidya, Vineet Pulsay and R. Tharikha from Deccan International School, Bengaluru, for their innovative project on improving the energy efficiency of their school building by using low‑cost phase change materials (paraffin wax) to enhance thermal regulation. The team shared that winning the award significantly boosted their confidence and deepened their interest in scientific application.
The competition highlighted the growing importance of climate change education among school learners. Students aged 14 to 16, preparing for Cambridge IGCSEs or O Levels, worked in teams to conduct independent scientific investigations linked to sustainability. These global achievements come nearly two years after the launch of Cambridge’s pioneering climate literacy programme, Climate Quest, which helps students in India develop climate awareness and engage meaningfully with sustainability topics.
The wide range of submissions highlighted how Cambridge learners are nurtured to be curious, reflective, innovative, and responsible, with a strong focus on problem‑solving and evidence‑based reasoning. From examining environmental stress on soil to exploring sustainable scientific solutions, learners demonstrated both conceptual understanding and meaningful real‑world application. Learners also demonstrated remarkable levels of confidence, a core Cambridge learner attribute, showcasing how effectively Cambridge schools cultivate self‑assured, articulate young scientists ready to engage with real‑world challenges.
To further strengthen science learning in India, Cambridge South Asia introduced a regionally aligned Science Competition for Lower Secondary learners, designed around Cambridge Science resources to better reflect India’s learning needs. More than 90 schools across India participated in this inaugural edition. Students submitted their final project report after completing 14 hours of investigation, and the submissions were evaluated by subject experts. Four schools were recognized as regional winners for their outstanding projects: City Montessori School Gomti Nagar Extension Campus II, Delhi Public School Nacharam, Omkar Cambridge International School and Teoler Unbounded.
Commenting on these combined accomplishments, Vinay Sharma, Regional Director, South Asia, said
“These achievements show how Cambridge’s approach to curriculum and teaching and learning is equipping learners with the skills they need for the future. Our schools are bringing this vision to life through meaningful, hands-on engagement, and the achievements of their learners is a powerful reminder of what is possible when the right guidance, learning resources, and curiosity come together.”