Fourteen-year-old Kandula Jessie, a Class 10 student from a government school in Andhra Pradesh and the daughter of a carpenter, has been selected among India’s 20 participants for Mission ShakthiSAT, the world’s first global all-girls lunar CubeSat programme. Chosen from nearly 12,000 applicants across 108 countries, Jessie will undergo advanced space technology training before contributing to the design and development of a student-built lunar satellite scheduled for launch from Sriharikota.
For 14-year-old Kandula Jessie, a government school student from Andhra Pradesh’s Dhavaleswaram, the dream of working in India’s space sector has moved a step closer to reality. The Class 10 student of Zilla Parishad Girls High School (ZPGHS) has been selected as one of India’s 20 participants for Mission ShakthiSAT, the world’s first global all-girls lunar CubeSat programme. Her selection is particularly significant because she is the only student from Andhra Pradesh to make the final Indian contingent after emerging from a competitive pool of nearly 12,000 girls from 108 countries.
The achievement is remarkable not only because of the scale of the competition but also because of Jessie’s background. The daughter of a carpenter, she grew up in a family that faced financial hardships and eventually shifted her from a private school to a government school. Yet, with determination, the support of her teachers, and an eagerness to learn beyond the classroom, Jessie has secured a place in a programme that introduces young students to real-world satellite development and space science.
Mission ShakthiSAT Opportunity
Mission ShakthiSAT is an international initiative designed to encourage girls to pursue careers in science, technology, engineering and mathematics (STEM) by providing them with hands-on exposure to space technology. The programme attracted registrations from around 12,000 students representing 108 countries, making the selection process highly competitive.
As one of India’s 20 selected participants, Jessie will undergo specialised training in New Delhi from August 23, coinciding with National Space Day celebrations. During the programme, participants will work alongside scientists on satellite design, payload development and mission operations for a student-built lunar CubeSat. The satellite is proposed to be launched from Sriharikota on October 11, offering participants an opportunity to contribute to an actual space mission rather than simply learning about one in classrooms.
Teacher Behind Her Journey
Jessie’s journey towards Mission ShakthiSAT began when her Physical Science teacher and Atal Tinkering Lab in-charge, Manimala, noticed her curiosity for science and innovation. Recognising her potential, the teacher registered Jessie for the programme last year. Inspired by the opportunity, Jessie encouraged eight other girls from her school to apply as well.
However, the students soon realised that the online coursework had already begun. Refusing to let the opportunity slip away, Manimala contacted the programme coordinators and secured another chance for her students to participate. That intervention proved crucial in keeping Jessie in the selection process.
Despite preparing for her Class 10 board examinations, Jessie attended online sessions every day after school and has already completed nearly 50 to 60 per cent of the programme. Mission ShakthiSAT comprises around 550 sessions spread across 21 modules, covering subjects such as satellite systems, propulsion, thermodynamics and space technology topics far beyond the standard secondary school curriculum.
Jessie acknowledged that many of the concepts initially seemed overwhelming because they were much more advanced than what she studied in school. Instead of giving up, she committed herself to attending every session consistently, gradually building the confidence needed to keep pace with the demanding coursework.
Hard Work Meets Opportunity
The final selection process involved completing online learning modules, appearing for a one-hour interview with scientists and programme coordinators, and submitting a one-minute video explaining the importance of Mission ShakthiSAT and STEM education.
Because the interview was conducted entirely in English with international experts, Jessie devoted additional time to improving her communication skills with the support of her teachers and educational resources. Although she was initially nervous while interacting with scientists from different countries, she successfully completed the process and secured her place in the programme.
Looking ahead, Jessie hopes the opportunity will help her achieve her long-term ambition of joining the Indian Space Research Organisation (ISRO). She says her biggest motivation is to support her parents while making her teachers and school proud through her achievements.
Her mother, Aruna, described the selection as one of the proudest moments for their family. She said years of financial struggles had never diminished their daughter’s determination, and seeing her confidently interact with international scientists made every sacrifice worthwhile.
Congratulating Jessie, Rajya Sabha MP and TDP National Vice President Sana Sathish Babu called her achievement a proud moment for Andhra Pradesh. “Stories like hers reflect the vision championed by N. Chandrababu Naidu and Education Minister Nara Lokesh, giving government school students world-class exposure and the confidence to dream big. That’s how this transformation quietly takes place,” he said.
He added, “Jessie isn’t just chasing the Moon; she’s inspiring an entire generation to reach the stars.”
Every now and then, a story reminds us why we are investing so deeply in education.
— Lokesh Nara (@naralokesh) July 22, 2026
Congratulations to Kandula Jessie, a Class X student of ZP Girls High School, Dowleswaram, on being selected for Mission ShakthiSAT – the world’s first global all-girls lunar CubeSat mission.… pic.twitter.com/cJ9N6JvXJw
Mission ShakthiSAT And STEM
Jessie’s story is not merely about one student’s remarkable success it reflects the growing impact of initiatives that bring advanced science education to students who might otherwise never have access to such opportunities. Her journey demonstrates how school-level innovation programmes, dedicated teachers and supportive learning environments can bridge the gap between rural classrooms and global scientific platforms.
The role of the Atal Tinkering Lab in identifying and nurturing talent is equally significant. Such innovation spaces are increasingly enabling students from government schools to experiment, solve problems and explore emerging technologies from an early age. For many students, these labs represent their first meaningful exposure to engineering and scientific research.
Mission ShakthiSAT also reinforces the importance of encouraging more girls to participate in STEM fields. By giving young students practical experience in satellite development instead of limiting them to theoretical learning, the programme helps build confidence and expands career aspirations in science and technology.
The Logical Indian’s Perspective
Much of the coverage surrounding Kandula Jessie’s achievement has rightly celebrated her inspiring rise from humble beginnings. However, the bigger story extends beyond an individual success. Jessie’s journey highlights the transformative role that teachers, public education institutions and accessible STEM programmes can play in unlocking talent that often remains invisible.
It was not privilege but timely mentorship that altered the course of her journey. A teacher recognised her curiosity, fought to secure another opportunity when the application process seemed lost, and encouraged her to pursue a challenge well beyond the school curriculum. That intervention demonstrates how opportunity often depends not only on individual determination but also on educators willing to invest in their students’ potential.
Jessie’s achievement also challenges long-held assumptions that world-class scientific opportunities are reserved for students from elite schools or urban backgrounds. When government schools are equipped with innovation ecosystems, supportive teachers and exposure to emerging technologies, they can produce students capable of competing on global platforms.
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