OBSERVARE
Universidade AutĂłnoma de Lisboa
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier â Internationalization of Higher Education:
Experiences and Challenges
June 2025
133
GLOBALIZING THE INDIAN HIGHER EDUCATION: A CRITICAL APPRAISAL
1
VESSELIN POPOVSKI
vpopovski@jgu.edu.in
Professor and Vice Dean, Jindal Global Law School, O.P Jindal Global University, India. Research
Professor, University âKliment Ohridskiâ, Sofia (Bulgaria)
RAJAT SHANDILYA
rshandilya67@gmail.com
Ph.D Research Scholar at Symbiosis Law School NOIDA, Symbiosis International (Deemed to Be)
University, Pune, Maharashtra (India)
Abstract
Globalization has undoubtedly widened the horizons and significantly impacted multiple areas
of Higher Education system across the globe. In India, the globalization of higher education
has brought about remarkable changes, shaping and influencing the overall structure,
delivery, and perception of education holistically. This Research paper while employing the
doctrinal method of research, discusses the multifaceted attributes and dimensions of
globalization with regards to the Indian Higher Education Industry. This paper critically
examines the historical evolution, contemporary trends along with the opportunities and
challenges that globalization poses to the Indian Higher Education Industry. The paper also
highlights the importance of international collaborations and also of the policy framework
around the issue. Conclusively, this paper advances recommendations for harnessing the
modern day globalization to raise the academic standards and also the overall quality of Higher
Education in India.
Keywords
India, Higher Education, Globalization, Policy Framework.
Resumo
A globalização expandiu significativamente os horizontes do ensino superior, produzindo
impactos profundos e duradouros em mĂșltiplas dimensĂ”es dos sistemas educativos. TambĂ©m
no contexto indiano a globalização do ensino superior tem gerado transformaçÔes
substanciais, influenciando de forma abrangente a sua estrutura, a oferta formativa e a
perceção social da educação. Este artigo de investigação, desenvolvido com recurso ao
mĂ©todo doutrinĂĄrio, analisa de forma crĂtica os atributos e as diversas dimensĂ”es que
caracterizam o fenĂłmeno da globalização no setor do ensino superior na Ăndia. A investigação
contempla uma abordagem histórica, examinando a evolução do sistema, bem como uma
1
This study is financed by the European Union-NextGenerationEU, through the National Recovery and
Resilience Plan of the Republic of Bulgaria, project No BG-RRP-2.004-0008.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
134
anĂĄlise das tendĂȘncias contemporĂąneas, das oportunidades emergentes e dos desafios
estruturais que a globalização impÔe ao ensino superior indiano. Além disso, o estudo sublinha
a importĂąncia das colaboraçÔes internacionais e do enquadramento polĂtico e legislativo que
regula estas dinĂąmicas, assumindo estes fatores como determinantes para o fortalecimento
institucional e académico das universidades indianas. Ao concluir, o artigo apresenta um
conjunto de recomendaçÔes orientadas para a maximização dos benefĂcios da globalização no
ensino superior, com o objetivo de elevar os padrÔes académicos e a qualidade global da
educação superior na Ăndia, promovendo, simultaneamente, a sua competitividade a nĂvel
internacional.
Palavras-chave
Ăndia, Ensino Superior, Globalização, Quadro PolĂtico.
How to cite this article
Popovski, Vesselin & Shandilya, Rajat (2025). Globalizing the Indian Higher Education: a Critical
Appraisal. Janus.net, e-journal of international relations. Thematic Dossier - Internationalization of
Higher Education: Experiences and Challenges. VOL. 16, NÂș. 1, TD1. June 2025, pp. 133-148. DOI
https://doi.org/10.26619/1647-7251.DT0325.9.
Article submitted on 10
th
April 2025 and accepted for publication on 6 May 2025.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
135
GLOBALIZING THE INDIAN HIGHER EDUCATION: A CRITICAL
APPRAISAL
VESSELIN POPOVSKI
RAJAT SHANDILYA
1. Introduction
Globalization, generally referred to by being marked by rising interconnectedness and
interdependence between nations, has reshaped higher education. It has affected the
face of higher education significantly in India, where there is immense educational history
combined with an equally fast-developing economy. The inflow of foreign students, the
presence of overseas universities, and the introduction of international standards in
curriculum and pedagogy are some of the expressions of this trend. The
internationalization of Indian higher education is affected by multiple factors ranging from
high-skilled labour to advance infrastructure among others. But, notably, this process is
full of challenges which may range from commercialization of education among with
multiple other factors. This research article makes a specific attempt to present an holistic
analysis of the globalization of higher education in India. Categorically, the paper begins
by presenting a historical background. Then, it subsequently goes on to discuss the
function of global partnerships and ICTs in shaping the future of Indian higher education.
The paper concludes by advancing policy recommendations for harnessing the
advantages of globalization.
2. Historical Evolution of Higher Education in India
The initial history of higher education in India can be traced back to ancient times. The
Nalanda and Takshashila universities, which was established around the 5th century BCE,
were counted among the earliest centers of higher education globally. These institutions
attracted scholars from across Asia and offered a wide range of subjects, including
philosophy, medicine, and astronomy (Altekar, 1944). Transitionally, during the medieval
period, the setting up of madrasas and maktabs by Mughal rulers resulted in the
advancement of higher education in India. These institutions focused on religious studies
but also included subjects such as mathematics, astronomy, and medicine (Habib, 2010).
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
136
The advent of the British period in India marked an important turning point in the history
of Indian higher education. It is already established that the Britishers have been
historically credited when it comes to the establishment of universities in Calcutta,
Bombay, and Madras in 1857, modeled over the University of London. These institutions
targeted to produce a class of educated Indians who could assist in the administration of
the colony (Basu, 1974). The colonial period also witnessed the introduction of English
as the medium of instruction, which had a significant impact on Indian education. While
this facilitated access to Western knowledge, it also led to the marginalization of
indigenous languages and knowledge systems (Naik, 1975). After gaining independence
in 1947, India faced challenge of expanding reach to higher education while maintaining.
The government established several universities and colleges, and the University Grants
Commission (UGC) was set up in 1956 to oversee the development of higher education
(University Grants Commission, 1956). The post-independence period also saw the
emergence of specialized institutions such as the Indian Institutes of Technology (IITs)
and the Indian Institutes of Management (IIMs), which played a crucial role in producing
skilled professionals for the growing economy (Agarwal, 2006). The economic
liberalization of 1991 flagged the inception of a new era in Indian higher education. The
liberalization of economy led to the increased demand for skilled professionals, pressing
the government to allow private players to enter the education industry. This period also
saw the emergence of foreign collaborations and the establishment of offshore campuses
by international universities (Tilak, 2008).
3. Current Trends in the Globalization of Higher Education in India
One of the most important moves in the globalization of higher education in India is the
internationalization of the module. There is an increase in adoption of global standards
in curriculum design, pedagogy, and assessment in Indian Universities. This includes the
introduction of interdisciplinary courses, the use of case studies, and the emphasis on
critical thinking and problem-solving skills (Altbach, 2004). The acceptance of
international modules is also seen in the increased popularity of programs such as the
International Baccalaureate (IB) and the Cambridge International Examinations (CIE) in
Indian schools. These programs prepare students for higher education in global
institutions and foster a global outlook (Cambridge International Examinations, 2020).
Mobility of students is an important feature of the globalization of higher education. India
is considered as the one of the largest senders of international students. It has thousands
of Indian students who pursue higher education abroad every year. The United States,
the United Kingdom, Canada, and Australia are among the most popular destinations
(UNESCO Institute for Statistics, 2020). Simultaneously, India is also turning up as a
place for international students. The initiatives of the Government, i.e., âStudy in Indiaâ
attracts foreign students by offering scholarships, improving the quality of education, and
simplifying procedures related to visa. The presence of international students enriches
the academic environment and promotes cultural exchange (Ministry of Human Resource
Development, 2018). Faculty exchange programs and international collaborations are
important parts of the globalization of higher education. Indian universities are
increasingly partnering with foreign institutions for joint research projects, faculty
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
137
development programs, and student exchange programs (Agarwal, 2009). They also
facilitate the transfer of knowledge and technology, contributing to the overall
development of the Indian higher education system (Sharma, 2012).
The shift by higher education into an increasingly virtual world, a very major step. The
Covid-19 pandemic has universally accepted digital implementations of traditional
learning methods, virtual classrooms and digital resources. Indian universities are
utilizing ICT to improve the quality of education, extend access and globally outreach
(Kumar, 2020). Massive Open Online Courses (MOOCs) and online degree programs of
Indian institutions are gaining popularity both among domestic and international
students. NEP 2020 of the government highlights the importance of digital literacy and
the integration of technology in the education. However the entry of Foreign university
in India is a new and also very big matter. NEP 2020 has given a Faciliry for dearness
universities to start their own campuses in the country, also-options of offering degree
or diploma can also be offered. This change is thought to increase the quality of
undergraduate education through an universal employer of standards and values of
excellent (Kapur, 2010). But, Entry of Foreign University to India also arises issue like
the commercialisation of education, prospective loss of cultural Identity. There is a need
to balance it with the preservation of indigenous knowledge systems (Tilak, 2011).
4. Challenges in the Globalization Of Higher Education In India
While globalization has introduced various benefits to Indian higher education, it has also
increased the problems in quality and accessibility. The rapid expansion of private
institutions has led to concerns about the commercialization of education and the dilution
of academic standards (Agarwal, 2006). Access to quality higher education has remained
a challenge, specifically for students from weaker communities. The high cost of
education, lack of infrastructure, and inadequate faculty are some of the barriers that
need to be addressed (Tilak, 2008). There are many issues for India related to brain
drain, or the emigration of highly skilled professionals. Many Indian students who pursue
higher education abroad choose to stay in their host countries, leading to a loss of talent
and expertise (Kapur, 2010). While the government has commenced initiatives such as
the "Global Initiative of Academic Networks (GIAN)" to engage foreign faculty and
researchers, still a lot has to be done to maintain talent in the country (Ministry of Human
Resource Development, 2015). The globalization of higher education has raised issues
related to the loss of cultural identity. The adoption of Western curricula and teaching
methods may lead to the neglect of indigenous knowledge systems and languages
(Nussbaum, 2010). It is important to promote a stable view that integrates global best
practices with the protection of cultural heritage.
It is significant that NEP 2020 expects multilingualism and of indigenous learning systems
integration in the models properly (National Education Policy, 2020). The regime that
oversees the Indian higher education are normally criticized for being overly rigid and
archaic. The existence of the multitude of regulatory bodies like UGC, AICTE and NCTE
has created the confusions and the hinderance for this sector (Agarwal, 2009). The NEP
2020 provides for establishment of HECI in place of regulatory mechanism, with
regulatory authorities. However the implementation of this reform is still an issue
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
138
(National Education Policy, 2020). The digitalisation of the higher education sector has
thrown light on what is now known as as the digital divide in India. Urban centres have
the strength of fast internet and digital resources but rural areas lack resources which
are required. Digital India program by the government attempts to bridge this gap by
enhancing internet connectivity and improving the digital literacy. Quite a bit more
remains to have accomplished so many students access to the digital learning
opportunities (Ministry of Electronics and Information Technology, 2015).
5. Opportunities in the Globalization of Higher Education in India
There is a chance to enhance the position of higher education in India, the globalization
provides. The acceptance of global standards, incorporation of across national curricula
and setup of foreign universities can bring out the standard of Indian institutions
(Altbach, 2004). Unions with overseas universities could allow the movement of
knowledge and technology, which can improve teaching and research. The inclusion of
international students and staff can also enhance the learning and also raise cross-
cultural content understanding (Sharma, 2012). Through globalisation, research and
innovative work in Indian higher education has become better. International
collaborations can give the Indian researchers access to funding, resources, and
expertise which can facilitate them conducting advanced research both at national and
at international levels respectively (Agarwal 2009). The NEP 2020 conceives importance
of research and innovation and proposes creation of a National Research Foundation
(NRF) to elevate research across various disciplines. Key to this goal can be played higher
education through abstraction the National Education Policy, later it 2020.
Globalization can improve the employment opportunities of Indian graduates by
providing them with the skills and knowledge that are significant in a globalized economy.
Exposure to international curricula, internships, and exchange programs can prepare
students for careers in multinational corporations and global organizations (Tilak, 2008).
The NEP 2020 promotes the importance of skill development and offers the integration
of vocational education into the higher education system. Employability of Indian
graduates can be further improved (National Education Policy, 2020). The globalization
of higher education can improve cultural exchange and diplomacy. The presence of
international students and faculty in Indian institutions can foster cross-cultural
understanding and build bridges between nations (Nussbaum, 2010). The government's
programme, i.e., "Study in India" focuses on the position of India as a global hub for
education and improve its soft power. By involving students from various backgrounds,
India can advance its culture, values, and traditions at the global level (Ministry of Human
Resource Development, 2018). Foreign investment, jobs, and revenue can be improved
by globalization of higher education. The establishment of foreign universities and the
influx of international students can boost the local economy and create opportunities for
entrepreneurship and innovation (Kapur, 2010). The NEP 2020 intends India as a global
knowledge superpower and promotes the significance of higher education in attaining
this aim. By strengthening the benefits of globalization, India can hold its position in
higher education and help in global knowledge production (National Education Policy,
2020).
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
139
6. Role of International Collaborations in the Globalization of Higher
Education
Students from Indian and foreign institutions acquire joint degree programs and these
programs are becoming popular. They provide students with a global perspective and
enhance their employability (Altbach, 2004). Indian universities are collaborating with
foreign institutions to propose joint degree programs in different disciplines, including
engineering, management, and humanities. These programs often include a period of
study abroad, providing students with international exposure (Sharma, 2012). Research
alliances between Indian and foreign universities are important for advancing knowledge
and in dealing with global problems. These collaborations facilitate the exchange of ideas,
resources, and expertise, leading to breakthroughs in science, technology, and social
sciences (Agarwal, 2009).
"Global Initiative of Academic Networks (GIAN)", was initially various Government
focused on collaborating with international faculty and researchers to the institutions of
India for short-term teaching & research assignments. This initiative led to numerous
successful collaborations, and there has been better research capabilities from Indian
universities (Ministry of Human Resource Development, 2015). Faculty development
program is necessary for upgradation of status of teaching and research India in the field
of higher education. Collaborations conducted by international institutions offer
opportunities to Indian faculty for professional development, exposure to best practices
worldwide and enables access to contemporary research (Sharma, 2012). Several
number of Indian universities are establishing collaborations with the international
institutions for exchange of faculties, organizer of workshops & training. These programs
an Indian faculty remains in touch with the latest knowledge in their field and enhance
their teaching and research skills (Agarwal, 2009). Student exchange programs are
crucial for the universalization of higher education. These programs allow students study
abroad, learn the international influence, develop the cross-cultural capacity (Altbach,
2004). Indian universities are promoting exchange programs of students with foreign
universities. These programs usually include internships, research projects, and cultural
activities, and offer the students a comprehensive learning (Sharma, 2012). International
accreditation is also one ofthe aspects of the globalization of education ofhigher
education. Accreditation by prestigious International bodies, boostsicultural and
reputation of Indian institutions as well as assures that they meet global standards
(Agarwal, 2009). Several of Indiaâs universities and colleges are looking to gain
accreditation from international organizations, for instance Association to Advance
Collegiate Schools of Business (AACSB) and Accreditation Board for Engineering and
Technology (ABET). This has facilitated Indian institutions to have a global recognition
and the world at the door of our institutions (Altbach, 2004).
7. Impact of Digital Technologies on the Globalization of Higher
Education
Online learning platforms have made available quality education in the area of higher
education to the students all over world. Indian universities effectively utilize these
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
140
platforms to provide the extra curriculum programs online like certifications and MOOCs
(Kumar, 2020). Platforms such as Coursera, edX, and SWAYAM are taking courses from
Indiaâs, as well as internationalâs, top institutions and making quality education accessible
to broader public. The NEP 2020 emphasizes the importance of the online learning and
establishes provisions for the setting up of National Educational Technology Forum
(NETF) for ensuring the use of technology for education(National Education Policy, 2020).
Virtual classrooms are a feature of higher education in these days of COVID-19. The
classrooms allow for real time interaction between teacher and student, wherever he is
in the world (Kumar, 2020). Indian universities are embracing virtual classroom
technologies to enhance teaching and learning experience to the worldwide public.
Elearning using virtual reality (VR) and augmented reality (AR) also is seeing growth in
the market, delivers students with experiences of-immersive learning(National Education
Policy, 2020). Digital instruments such as e-books, online publications, and assets, can
have changed just how that students acquire and ÎșαΜ ?>"/> Indian universities are
demonstrating interest in digital libraries and online facilities in order to promulgate
teaching and research (Ministry of Electronics and Information Technology, 2015). The
government's National Digital Library of India (NDLI) offers access to collection of huge
range of digitized resources like articles, books, and research papers. Provided the
accessibility to quality education material literacy to the facultyâs and students is now far
easier this permissible (National Digital Library of India, 2020). Data analytics and
Artificial intelligence (AI) in higher education are getting the same amount of attention.
These technologies are being used for personalization of learning, improved student
results and increased Institutional efficiency (Kumar, 2020). Indigenous universities are
resorting to data analytics and AI to discover scholar operating, forecast trends, take
knowledgeable selections. AI powered chatbots, virtual assistants are becoming more
common, offer active support and mentoring services to the students (National Education
Policy, 2020). The increasing of digital transformation in higher education have been
added a lot of cybersecurity and privacy concerns. Indian universities need to assure that
digital assets of their university are secure and student's data is protected (Ministry of
Electronics and Information Technology, 2015). The government's Digital India
programme has initiatives to enhance the security and confidentiality of data. Indian
universities ought to adapt to the best practices in cyber security and data protection
regulations to protect their digital assets (National Education Policy, 2020).
8. Policy Frameworks and Initiatives
The NEP 2020 is a very vital policy that seeks to transform the Indian education system.
The policy says for the importance of globalization, for the strategy to enhance the status
and level of accessibility of higher education (National Education Policy, 2020). The single
regulatory body for higher education, the Higher Education Commission of India (HECI),
improved international partnership, technological integration into education are the
major initiatives envisaged in the NEP 2020. The policy, on the other hand, calls for the
method of research and innovation and it facilitates building institution of a National
Research Foundation (NFR) (National Education Policy, 2020). The "Study in India"
initiative aims at brand positioning of India as Global Education Hub and include
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
141
international students. The program is providing scholarships, promotes education status
and facilitating visa process to make India a destination for foreign students (Ministry of
Human Resource Development, 2018). Government too has introduced the "Global
Initiative of Academic Networks (GIAN)"to bring international faculty member and
researchers on Indian institutions. Some of these programs involve promotion of global
perception of Indian higher education and facilitate cultural exchange (Ministry of Human
Resource Development, 2015). Digital India ensures transformation of India into digital
empowered society and a knowledge. The program also has provisions for promotion of
internet access, digital literacy, and bringing of technology in education (Ministry of
Electronics and Information Technology, 2015). That the establishment of National
Educational Technology Forum(NEPF) under the NEP 2020 is matter of principal part of
Digital India Programme. The forum will result in the use of technology in education and
platform for all stakeholders to share best practices and integrate on digital initiatives
(National Education Policy of India 2020). The Indian government has inked many
agreements with foreign countries to make international collaborations in the higher
education sector. These agreements aid in student and faculty exchange, collaborative
research projects and establishment of offshore campuses (Ministry of External Affairs,
2019). Governmentâs "Global Initiative of Academic Networks (GIAN)" and "Scheme for
Promotion of Academic and Research Collaboration (SPARC)" are the initiatives of the
government to ensure that they encourage international collaborations. These programs
bundle money and resources for collaborativeed research projects, Faculty development
programs, and Student exchange programs (Ministry of Human Resource Development,
2015). The NEP 2020 gives importance to skill development and the holistic education
system in the higher education commencement. The policy outlines the incorporation of
holistic education within the higher education system and setting up multidisciplinary
education and research universities (MERUs) (National Education Policy 2020). The
government's "Skill India" initiative provides skill training to millions of Indians and
enhance their employability. The integrative approach towards vocational or skills and
life education into higher education, will prepare students to meet the needs of the global
economy (Ministry of Skill Development and Entrepreneurship, 2015).
9. The Impact of Globalization on Research and Innovation
Globalization has a huge role to influence on research and innovation of Indian higher
education system. International collaborations become increasingly essential in focusing
on the issue of knowledge and discovering worldwide challenges. Indian institutions are
partnering with the foreign universities for collaboration in joint research projects,
resources sharing and sources of funding. Such as the Indian Institute of Science (IISc)
have partnered with universities in the United States and Europe in their cutting-edge
research on fields like renewable energy, biotechnology and artificial intelligence
(Sharma, 2012). These partnerships provide not just a researched based asset to Indian
institutions but also help improve the global body of knowledge.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
142
The "Global Initiative of Academic Networks (GIAN)" launched by the government is one
more example of how globlization is making the research and innovation in India. This
Programme is aimed at drawing in the foreign faculty and researchers at Indian
Institutions for short term teaching and research assignments. GIAN has enabled various
collaborations in the past, leading to publishing high-impact research papers and coming
with growth of new answers to significant issues globally (Ministry of Human Resource
Development, 2015). NRF (National Research Foundation) that will create a common
platform for research across disciplines and fund latest research projects â this is also
proposed in the NEP 2020. The NRF has taken an approach of enabling a culture of
research and innovation within Indian higher education, particularly towards issues at
the national and global level (National Education Policy, 2020).
However there where a lot of problems that had to be looked at. Having first those
innovations and growth. A lot is the shortage of sufficient financing for the study and
innovation. While collaborating with the international partners offers resources, Indian
institutions have traditionally found difficulty to protect enough funding resources to their
research. Moreover, the administrative obstacles that one has to trudge through for
getting research grants and approvals is also one of the major hurdles (Agarwal, 2009).
To address these challenges, the NEP 2020 ensured the need of the overhaul of the
research funding system and the plugging in the gaps for research and innovation . This
includes creation of single regulatory authority ; the Higher Education Commission of
India (HECI), which will taxonomic arrangement the allocation of research grants and
guarantee that it is being taken advantage of effectively (National Education Policy,
2020).
10. The Role of Digital Technologies in Globalizing Higher Education
Digital upheaval of higher education is the driving force for Indianisation of globalization.
The COVID-19 pandemic has spurred the acceptance of online learning sites, online
classrooms, digital tools, and online resources to make the education more available and
convenient for people. Indian universities are using digital technologies to improve the
quality of education, increase access, and get a global reach. For example, platforms
such as SWAYAM, Coursera, and edX provide a large number of online courses and
degree programs from major Indian and international institutions who are building the
quality education accessible for the students all over the world (Kumar, 2020).
The NEP 2020 makes it inevitable to digital literacy and the co-relation of technology with
education. The policy suggests establishment of a National Educational Technology
Forum (NETF) in order to integrate the use of the school using technology and to provide
a cover for participants to call for best practices and coordinate digital Initiatives
(National Education Policy, 2020). Moreover, the government's Digital India programme
helps in making India a digitally powerful society and knowledge economy through
boosting internet connectivity, making digital literacy, and using technology in education
(Ministry of Electronics and Information Technology, 2015).
But also with the changes towards a digital higher education questions arise which are
related to the digital divide. Though urban areas have all the prerequisites necessary like
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
143
high speed Internet and all the digital resources, rural areas are usually an exception to
it. The vast difference between access to digital tools can widen the gaps of inequalities
in education(Kumar, 20220. To address this issue, the NEP 2020 ensures the necessity
of the digital divide by increasing internet facilities in the rural areas, besides promoting
digital learning among students and faculty. The education policy also is beneficial to
education of digital assets and infrastructure of educational institutions, including the
establishment of digital libraries and online facilities (National Education Policy, 2020).
11. The Role of International Students in Globalizing Higher Education
The presence of international students is a primary concern of the globalization of higher
education. India is emerging as a destination for international students, because of the
initiatives such as "Study in India" program, which ensures to help foreign students by
proposing scholarships, enhancing the status of education, and analyzing visa procedures
(Ministry of Human Resource Development, 2018). The presence of international
students enriches the academic environment by promoting cultural exchange and
fostering cross-cultural understanding. Additionally, international students contribute to
the local economy by paying tuition fees and living expenses, which can benefit the host
institutions and the surrounding communities (Altbach & Knight, 2007).
However, attracting international students to India is not without challenges. One of the
problems is the perception of Indian higher education among international students.
While India has various prestigious institutions, such as the IITs and IIMs, the overall
quality of higher education in India is often perceived as inconsistent. Additionally, issues
such as inadequate infrastructure, lack of accommodation, and safety concerns can deter
international students from choosing India as a study destination (Sharma, 2012). To
look into the problems, the NEP 2020 ensures the need for improving the quality of higher
education in India and making a welcoming environment for international students. This
includes setting up of international student offices, the provision of accommodation and
assistance services, and ensuring India's cultural heritage and traditions (National
Education Policy, 2020).
12. The Role of Faculty in Globalizing Higher Education
Staff has a big role in the globalisation of higher education. International integration will
enable Indian faculty the chance to have their career flourished, exposure to international
best practices and expansion to cutting edge of research. Many Indian universities have
established linkages with foreign institutions for faculty exchange programme, workshops
and training. One reason for this is that the programs assist Indian faculty in adhering to
the most recent technology of their areas so as to boost their participation in training
and research (Agarwal, 2009).
In fact, the Indian colleges can also get its status enhanced by international faculty
posted to the colleges of India. For instance, the "Global Initiative of Academic Networks
(GIAN)" involved instituting foreign faculty and researchers in Indian institutes for short
duration of teaching and research, culminating in slew of new models and research
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
144
projects (Ministry of Human Resource Development, 2015). Because, retaining and
engaging the foreign faculty can be difficult for reasons such as low level of
compensation, research, logistic facilities and bureaucratic hurdles. To study them, these
challenges the NEP 2020 lays down the requirement for creating an environment for
international faculty amongst others, the arrangement of competitive salary, research
grant and assistace services (National Education Policy, 2020).
13. The Role of Policy Frameworks in Globalizing Higher Education
Policy framework, take an important place in allowing the globalization of higher
education in India. The NEP 2020 is an important policy, that to transform the Indian
education system promoting internationalize, conducting research and innovation and
applications of technology in the education. The policy achieves this by ensuring that the
provision for developing a regulatory framework that enables the globalisation of higher
education including establishment of a regulatory body, Higher Education Commission of
India (HECI), which having in its purview accords for the growth of higher education and
ensures that higher education gets built to global standards (National Education Policy,
2020).
In addition, the NEP 2020 provides a range of possibilities for unlocking international
connections, including creation of National Research Foundation (NRF) and Global
Initiative of Academic Networks (GIAN). These enable foreign faculty and researchers to
Indian institutions, promote joint research projects, and outcomes in the
internationalization of the curriculum (National Education Policy, 2020). However, their
successful implementation relies heavily on individual contributions of the government,
educational systems, industry, and civil society. This involves a necessary element of
proper funding, the construction of infrastructure, and favourable environment for
research and innovation (Agarwal, 2009).
14. The Role of Industry in Globalizing Higher Education
Industry is also used in the globalisation of higher education by giving students with an
opportunity either through internships, industry projects or placements for the future.
Not so long ago, many Indian universities has partnership with multinational corporation
and global organization to deliver the industry courses and training programs. For
instance, the Indian Institutes of Management (IIMs) has partnered with, among others,
global corporations like McKinsey, Google & Microsoft to offer special management &
technology (Tilak, 2008) courses. These partnerships significantly enhance the
employability of Indian graduates but also provide them with possibilities to international
great practices and industry situations.
Also, industry partnerships can lead to new module development and research activities.
Eventually, Indian Institute of Technology IIT Bombay has linked up with the Indian
software giant Tata Consaltcy Services TCS to surrogate a course in the counterfeiting
intelligent as well as automaton acquaintance, which is aligned with industry necessities
(Sharma, Tutor, 2012). But industry ties also created questions about the
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
145
commercialization of education and the possible impact of private money on academic
freedom. To deal with these challenges, NEP 2020 stresses the need of struct in strike of
industry need as well as by academic uprightness (National Education Policy, 2020).
15. Recommendations
Taking about the goodness of the globalization should be the exploration of the regulatory
inside the borders of higher education in India. The fact that, as envisaged by the NEP
2020, there will be a single regulatory body, the Higher Education Commission of India
(HECI) is a move in the right direction (National Education Policy, 2020). The regulatory
body should mainly focus on quality, accountability and facilitating international
collaborations. It should also leverage concerns like the commercialisation of education
and the pro-brications to be made for cultural identity (National Education Policy, 2020).
Quality and accessibility of Indian higher education should be improved. It includes the
task of better infrastructure, better faculty strength and all students to bring quality
education (Agarwal, 2009). The government should provide financial support to the
entities catering marginalized communities and education with inclusivity. The MERUs
(Multidisciplinary Education & Research Universities) as envisioned by the NEP (2020) is
a step in the right direction to elevate the stature of the higher education (National
Education Policy, 2020). Research & innovation should place position in India as global
knowledge super power. The creation of the National Research Foundation (NRF) under
the NEP 2020 is a new concept (National Education Policy, 2020). Government should
have to give grants and help for research Projects especially to those of National
importance. International country partnerships must be fostered to allow the exchange
of information and technology (Agarwal, 2009). Digital technologies should be used to
up-grade quality and accessibility of higher education. The government should be
investing in digital facilities, promoting digital ability and encouraging growth digital
education facilities (Kumar, 2020). The formation of National Educational Technology
Forum (NETF) under NEP 2020 is in line with application of technology in education. The
forum should focus on evolution of good so-called best practices, educate the process,
assist integration in among players (National Education Policy, 2020). Exchange and
diplomacy through education should be further strengthened. The "Study in India"
programme, should attract a larger international students and position India as global
education hub (Ministry of Human Resource Development, 2018). Indian universities
must see the cross-cultural analysis and keep the Indian knowledge systems in picture
of the module. The government also needs to improve learning of Indian languages and
culture among foreign students (National Education Policy, 2020). To address problem of
brain drain government should create an environment for Researchs and innovations.
This involves supporting by means of fundraising, infrastructure and career prospects for
researchers and professionals, Kapur (2010).
The government should also ensure entrepreneurship and innovation to retain talent
within the country. Initiative programmes including the "Startup India" and "Make in
India" campaigns are important aspects in the right direction (Ministry of Skill
Development and Entrepreneurship, 2015). Efforts should be made to improve the
employability of Indian graduates by providing them with the skills and knowledge that
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
146
are important in a globalized economy. The collaboration of holistic view of education
into the higher education system, as offered by the NEP 2020, is a positive step (National
Education Policy, 2020). Indian universities should aim towards skill development,
internships, and industry partnerships to make students for the career advancements.
The government should also enhance lifelong learning and give enhancements for
upgrading the skills (Ministry of Skill Development and Entrepreneurship, 2015).
16. Conclusion
Globalization of higher education in India is a strict and complex phenomenon that holds
the charm and the challenge. As it possesses the potential to change the position and
availability of education and to elevate the research and the new things and to place
India at the globe and knowledge super power it has also brought the issues of status of
access and the identity cultural. To respond to the advantages of globalization, we should
analyze the regulatory environment, to step up the status and accessibility of education,
to enhance research and innovation and to facilitate digital technologies, help cultural
exchange and diplomacy. By tackling these obstacles and capitalising on the
opportunities, India can be best placed as a model for higher education and acquire
knowledge production on a global basis. The NEP 2020 helps to formulate a holistic
framework to transform the Indian education sector and get the benefits of globalization.
But the policy requires an all-round thrust of the Government, educational institutions,
industry and civil society organs. So, it can be concluded that the globalization of higher
education in India is a very tough and multidimensional process which requires a
balanced point. The formulation of higher education system by combining global best
practices and safeguarding of cultural heritage, India can achieve globally competitive
education with rich educational traditions. Higher education in India gives both prospects
and challenges. While it can improve the status and accessibility of education, it can
enhance research and innovation, and position India as a global knowledge superpower,
it also helps understand issues about quality, accessibility, and cultural identity. To
address the benefits of globalization, it is important to look into the the regulatory
framework, improve the quality and accessibility of education, ensure research and
innovation, harness digital technologies, and help cultural exchange and diplomacy. By
looking into these problems and seizing the opportunities, India can keep itself as a leader
in higher education and provide towards global knowledge production. The NEP 2020
gives a holistic framework for changing the Indian education system and addressing the
benefits of globalization. However, the successful functioning of the policy needs the
integrative efforts of the government, educational institutions, industry, and civil society.
Conclusively, higher education in India is a complex and multifaceted process that needs
a balanced approach through globalization. By collaborating global best practices and
preservation of cultural heritage, India can make higher education system both globally
competitive and rooted in its rich educational institutions.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
147
References
Agarwal, P. (2006). Higher Education in India: The Need for Change. New Delhi: Indian
Council for Research on International Economic Relations.
Agarwal, P. (2009). Indian Higher Education: Envisioning the Future. New Delhi: SAGE
Publications.
Altekar, A. S. (1944). Education in Ancient India. Benares: Nand Kishore & Bros.
Altbach, P. G. (2004). Globalization and the University: Myths and Realities in an Unequal
World. Boston College Center for International Higher Education.
Basu, A. (1974). The Growth of Education and Political Development in India, 1898-1920.
Delhi: Oxford University Press.
Cambridge International Examinations. (2020). Annual Report 2020. Cambridge:
Cambridge University Press.
Habib, I. (2010). Medieval India: The Study of a Civilization. New Delhi: National Book
Trust.
Kapur, D. (2010). Diaspora, Development, and Democracy: The Domestic Impact of
International Migration from India. Princeton: Princeton University Press.
Kapur, D. (2010). The Role of Foreign Universities in India. New Delhi: Centre for Policy
Research.
Kumar, S. (2020). Digital Transformation in Higher Education: Challenges and
Opportunities. New Delhi: Springer.
Ministry of Electronics and Information Technology. (2015). Digital India: Annual Report
2015. New Delhi: Government of India.
Ministry of External Affairs. (2019). Annual Report 2019. New Delhi: Government of
India.
Ministry of Human Resource Development. (2015). Global Initiative of Academic
Networks (GIAN): Annual Report 2015. New Delhi: Government of India.
Ministry of Human Resource Development. (2018). Study in India: Annual Report 2018.
New Delhi: Government of India.
Ministry of Skill Development and Entrepreneurship. (2015). Skill India: Annual Report
2015. New Delhi: Government of India.
Naik, J. P. (1975). Equality, Quality and Quantity: The Elusive Triangle in Indian
Education. Bombay: Allied Publishers.
National Digital Library of India. (2020). Annual Report 2020. New Delhi: Ministry of
Human Resource Development, Government of India.
National Education Policy. (2020). National Education Policy 2020. New Delhi: Ministry of
Human Resource Development, Government of India.
Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Humanities.
Princeton: Princeton University Press.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
VOL. 16, NÂș. 1, TD1
Thematic Dossier
Internationalization of Higher Education: Experiences and Challenges
June 2025, pp. 133-148
Globalizing the Indian Higher Education: a Critical Appraisal
Vesselin Popovski, Rajat Shandilya
148
Sharma, Y. (2012). Internationalization of Higher Education: A Case Study of India. New
Delhi: Cambridge University Press.
Tilak, J. B. G. (2008). Higher Education in India: Emerging Issues and Challenges. New
Delhi: Atlantic Publishers & Distributors.
Tilak, J. B. G. (2011). Trade in Higher Education: The Role of the General Agreement on
Trade in Services (GATS). New Delhi: UNESCO.
UNESCO Institute for Statistics. (2020). Global Flow of Tertiary-Level Students. Montreal:
UNESCO.
University Grants Commission. (1956). Report of the University Education Commission.
New Delhi: Government of India.
Agarwal, P. (2009). Indian Higher Education: Envisioning the Future. New Delhi: SAGE
Publications.
Altbach, P. G., & Knight, J. (2007). The internationalization of higher education:
Motivations and realities. Journal of Studies in International Education, 11(3-4), 290-
305. https://doi.org/10.1177/1028315307303542
Kapur, D. (2010). The Role of Foreign Universities in India. New Delhi: Centre for Policy
Research.
Kumar, S. (2020). Digital Transformation in Higher Education: Challenges and
Opportunities. New Delhi: Springer.
Ministry of Electronics and Information Technology. (2015). Digital India: Annual Report
2015. New Delhi: Government of India.
Ministry of Human Resource Development. (2015). Global Initiative of Academic
Networks (GIAN): Annual Report 2015. New Delhi: Government of India.
Ministry of Human Resource Development. (2018). Study in India: Annual Report 2018.
New Delhi: Government of India.
National Education Policy. (2020). National Education Policy 2020. New Delhi: Ministry of
Human Resource Development, Government of India.
Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Humanities.
Princeton: Princeton University Press.
Sharma, Y. (2012). Internationalization of Higher Education: A Case Study of India. New
Delhi: Cambridge University Press.
Tilak, J. B. G. (2008). Higher Education in India: Emerging Issues and Challenges. New
Delhi: Atlantic Publishers & Distributors.
