Tag: India

  • How Japan and India will shape the next decade’s workforce

    How Japan and India will shape the next decade’s workforce

    Japan and India are entering a new phase of partnership, built not on formal communiqués but on the steady movement of people. Though they speak different languages, both share respect, reliability, and a quiet focus on getting things done, setting the tone for success.

    Japan today is facing a demographic shift that’s changing its economy and workforce, with labour shortages affecting everything from technology and healthcare to manufacturing, construction, and advanced engineering.

    In response, the Japanese government has introduced new pathways, including the SSW visa, more English-taught university programs, and stronger internationalisation policies led by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).

    While Japan has been actively reaching out to other countries for skilled talent, India is uniquely positioned to be the partner to bridge the gap at scale.

    India, with its young, skilled, and increasingly global talent pool, is emerging as a natural partner to Japan. With the world’s largest youth population and a fast-growing base of STEM-trained graduates, India has the scale and capacity to make the goal of 500,000 Indian professionals working in Japan by 2030 realistic.

    Against this backdrop, Japan and India are helping convert intent into outcomes by building a three-pillared, structured talent mobility bridge that works across the full continuum — from early awareness in schools to education, language acquisition, and workforce readiness — addressing the real frictions that often slow cross-border mobility.

    Through Japanese language labs embedded in Indian schools and institutions, students are developing linguistic and cultural fluency early, reframing Japanese not as a barrier but as a long-term enabler.

    This ecosystem approach is reinforced through joint initiatives with the Japan External Trade Organization (JETRO), which provides critical institutional linkage to Japan’s evolving workforce needs, and through the digital platform Navi Japan, the official platform for Study in Japan from South Asia. Together, these efforts are helping align India’s scale of talent with Japan’s demand, making mobility not episodic, but systemic and sustainable.

    Moreover, in the last 11 months, interest in Japan is rising sharply among young Indians. Over 25,000 students have engaged with study-in-Japan initiatives through webinars, school interactions, and fairs, reaching more than 1,000 schools across 123 cities, from Tier 1 to Tier 3 locations. This early-stage outreach is vital to building the pipeline that will support Japan’s goal of welcoming half a million Indian professionals.

    In just two months, Navi Japan attracted over 12,000 users, 11,000 of them from India, generating more than 125,000 engagements. These aren’t casual clicks — students are spending close to three minutes per visit, actively exploring degree programs, scholarships, English-taught options, and guidance on living costs, showing serious consideration.

    What they’re searching for is just as telling: business programs top the list with more than 10,000 searches, followed by STEM at over 9,000, strong interest in AI and machine learning with more than 7,300 searches, and thousands more in robotics, computer science, and economics. These are exactly the skills Japan needs most, clearly showing how closely Indian student demand aligns with Japan’s workforce priorities.

    What’s equally interesting is where this interest is coming from. While cities like Delhi, Mumbai, Bengaluru, Hyderabad, and Kolkata remain highly active, momentum is quickly spreading beyond the major metros.

    Education isn’t just about earning a degree; it is the most reliable pathway to long-term workforce integration

    Students from cities such as Indore, Lucknow, and Bhopal are appearing in growing numbers, with engagement now seen across 142 cities in India — full coverage in Tier 1, around 50% in Tier 2, and a growing 20% in Tier 3. Students outside major cities increasingly see Japan as a realistic, future-focused option for education and upward mobility.

    This is why student mobility has emerged as the real engine of the Japan-India relationship. Education isn’t just about earning a degree; it is the most reliable pathway to long-term workforce integration. Students who study in Japan gain more than academic knowledge — they absorb the culture, expectations, and work ethic — leaving them better placed to meet language requirements, qualify for SSW pathways, and move into the specialised roles where Japan’s talent shortages are most acute.

    A critical part of this is what happens after education and how students move from the classroom into the workplace. Skills-focused initiatives are helping students prepare for Japan’s workforce through practical, Japan-relevant problem-solving, including programs such as the TechBridge challenge, which introduces learners to real-world domains and early exposure to Japan. These efforts connect education, skills, and career pathways seamlessly.

    Both nations stand to gain considerably from the deepening of this mobility corridor. Japan secures the skilled workforce it urgently needs to sustain its economy, while India gains new avenues for global employment, technical upskilling and international collaboration.

    If current momentum continues, the prospect of 500,000 Indian professionals working in Japan by 2030 is not only achievable but transformative. The real story, however, is not about numbers, it is about two nations building a long-term, mutually beneficial partnership anchored in talent, education, and opportunity.

    There is a mobility anecdote that I love sharing. Indians grow up using Suzuki vehicles, listening to Sony music systems, or working with Panasonic technologies and yet few consciously think of them as Japanese; they are simply familiar and reliable, and that’s a powerful lesson for talent mobility.

    When people move not as outsiders, but, as trusted contributors, integration becomes natural rather than negotiated, and that’s when mobility stops being a policy goal and becomes a lived reality.

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  • South Asia’s biggest international education stories

    South Asia’s biggest international education stories

    1. India set to become the world’s largest higher education system by 2047

    Delegates at The PIE Live India 2025 heard how India’s projected eightfold growth into a $30 trillion economy presents vast opportunities for higher education, with Niti Aayog’s Shashank Shah asking attendees, “If not India, then where?”. Speakers also highlighted that India is on track to become the world’s largest higher education system by 2035, with over 90 million students — positioning transnational education as a key growth driver.

    2. Outbound Indian university enrolments fall after three-year rise

    For the first time in three years, Indian students pursuing higher education saw a drop of around 5.7%, with over 1.25 million studying at international universities and tertiary institutions, compared to 1.33 million in 2024. This comes amid a range of policy changes in major destinations and the rise of cheaper, nearer options for students.

    The decline is also reflected in growing financial uncertainty around studying abroad in India, with remittances for overseas education falling to their lowest level in eight years when comparing April – August 2025 figures.

    3. More Australian and UK universities set sights on campuses in India

    In July 2025, four universities from the UK and Australia — La Trobe University, Victoria University, Western Sydney University, and the University of Bristol — received Letters of Intent (LoIs) to establish branch campuses in India, just a month after the University Grants Commission (UGC) issued LOIs to five other universities from the UK, US, Australia, and Italy. Currently, nine UK and seven Australian universities have either opened campuses or are in the process of doing so, with not only GIFT City but other economic hubs such as Noida, Bengaluru, Mumbai, Gurugram, and Chennai also hosting campuses.

    Despite this growth, The PIE has explored the rising debate around the “rush” to enter India’s higher education space at a time when international universities are cutting back on jobs and research, particularly in the UK, where four in ten English universities are believed to be in financial deficit, according to the Office for Students (OfS).

    4. Southampton opens India operations, attracts applications from Middle East and South Asia

    The University of Southampton, the UK’s first branch campus in India, told The PIE at The PIE Live India 2025 in January that the process of establishing its Delhi campus had been “fast, frenetic [and] exciting” from start to finish.

    The India campus, which began operations in August 2025, has since gained strong traction, receiving over 800 applications, with around 200 students joining the first cohort, and applications also coming from the UAE, Nepal, and Myanmar.

    5. Sri Lanka set to welcome first ever UK university campus

    The South Asian island nation, which is the second-largest host of UK TNE students, saw its first-ever UK university branch campus this year, with the University of West London launching a dedicated facility in the capital, Colombo, for local students.

    Meanwhile, Charles Sturt University is set to become the third Australian university to establish a campus in Sri Lanka. The country’s skills gaps and its Vision 2048 development agenda are driving Sri Lanka to pursue such opportunities, as it continues to face limited capacity across its 20 public universities, despite around 160,000 students seeking tertiary education each year.

    6. Trump and Modi pledge stronger India–US higher education ties

    While US President Donald Trump and Indian Prime Minister Narendra Modi appear at odds on trade, with Trump doubling tariffs on India to as much as 50%, both leaders are advocating closer ties in higher education. Their focus includes scientific research, dual degrees, joint centres of excellence, and offshore campuses, with Illinois Tech becoming the first US institution to receive approval for a campus in India.

    7. Cities within cities to host international university campuses

    Major Indian cities are planning dedicated education hubs on the outskirts of newly developing urban areas. While “Third Mumbai”, a purpose-built education city, is set to host five international universities near the upcoming Navi Mumbai International Airport, the Tamil Nadu Industrial Development Corporation (TIDCO) is developing the Knowledge City in Tiruvallur.

    The Tamil Nadu Knowledge City aims to create a first-of-its-kind education and research hub in southern India, attracting both international and domestic universities, along with academic institutions and research organisations.

    8. Bangladeshi government opens doors to international campuses and dual programs

    Bangladesh’s University Grants Commission (UGC) has announced its plans to develop “clear and stringent” guidelines for formulating a policy around international university branches in the country. While there has been interest from countries like the UK and Malaysia, the policy’s review and national interest assessments are currently underway.

    The establishment of branch campuses would be seen as key, as Bangladeshi students have faced increasing visa denials and allegations of misusing study visa status to enter the labour market, with universities in the UK and countries like Denmark imposing restrictions on them.

    9. F‑1 visa declines hit India and China hardest

    Though India has retained its position as the US’s largest sending country, accounting for 31% of all international students according to 2024/25 data, it — along with China — has borne the brunt of declining US study visa issuances. The number of Indian students receiving US study visas fell by over 41% in the year to May 2025, amid a range of policies targeting international students, including heightened social media vetting, proposed visa time limits, and increased deportations and SEVIS status terminations over political views and other minor misdemeanours.

    These developments have made international students, particularly Indians, more cautious about studying in what is widely considered the world’s top study destination.

    10. India to unveil new scheme for Indian-origin researchers overseas

    India’s Ministry of Education, the Department of Science and Technology (DST), and the Department of Biotechnology (DBT) are working to “bring back” Indian-origin researchers and scientists with strong academic credentials, targeting 12–14 priority STEM areas deemed strategically important for national capacity building.

    11. UGC launches dedicated portal for study-abroad returnees in India

    In April 2025, the UGC launched a standardised framework for recognising international degrees in India. Indian students who have studied abroad and wish to return for further education or employment can now apply for an equivalence certificate through the higher education body’s portal by paying the prescribed fee.

    12. B2B international education platform Crizac debuts on Indian stock market

    Kolkata-headquartered Crizac, which plans to expand beyond student recruitment into areas such as student loans, housing, and other services, and is targeting new geographies and growth markets within India, raised £74 million in its Initial Public Offering (IPO).

    The company listed on the National Stock Exchange (NSE) and Bombay Stock Exchange (BSE), becoming one of the few education platforms to enter the IPO space. Major edtech players like PhysicsWallah followed later, aiming for a USD$3.6 billion valuation through a USD$393 million IPO.

    13. Cost drives Pakistan’s TNE growth as student mobility barriers rise

    International universities and education providers are pivoting to TNE in Pakistan due to the country’s price-sensitive environment which is creating challenges for students going abroad for education. While Pakistan faces weak investment in research and development, its strategic growth vision is driving rising demand for international qualifications among students, delegates heard at The PIE Live Europe 2025.

    This shift is particularly significant as several institutions, especially from the UK, have halted recruitment in certain cities and increased deposit requirements from 50% to the full tuition fee.

    14. International universities tap into Nepal’s mobile student population

    With a student mobility ratio of 19% — ten times that of its giant neighbours, India and China — Nepal has attracted visits from over 16 universities under the Nepal Rising initiative. The country is already planning 30 or more franchise TNE campuses, with 30,000 students approved by the Ministry of Education.

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  • Business Schools in India | The Red Pen

    Business Schools in India | The Red Pen

    Business schools in India are evolving as the country’s education sector experiences significant growth, with projections indicating that the market will reach US$102.29 billion by 2029. This growth signals an increasing appetite for high-quality, future-ready education, particularly in business. In response, a new generation of undergraduate business programmes is reshaping the academic landscape. These institutions extend beyond traditional theory by incorporating real-world exposure, entrepreneurial thinking, and global insights. This blog explores four emerging business schools in India that are leading this shift.

    Institution Location Degree Awarded Global Exposure Key Distinction
    Tetr College of Business Multiple global campuses BSc from Illinois Tech; BSc (Hons) from a UK-accredited university 7-country rotation model Industry-designed, hands-on curriculum
    Mesa School of Business Bengaluru Professional certificate (not a degree) 3-month Silicon Valley immersion Build 3 real businesses + 3 internships
    Master’s Union School of Business Gurugram Bachelor’s degree (final year optional at Illinois Tech) Optional 4th year in the US Faculty of 60+ CXOs and a high placement rate
    Bower School of Entrepreneurship Hyderabad BBA from Manipal University Hyderabad startup hub Venture-building curriculum + VC access

    1) Tetr College of Business

    Tetr College of Business is a future-focused institution offering a four-year, mentor-led undergraduate business programme designed to develop real-world skills through immersive, hands-on learning. Unlike traditional models, Tetr follows a global rotation format. Each term takes place in a different country across seven international destinations. Its industry-aligned curriculum, created with input from global business leaders, prioritises problem-solving, venture building, and applied knowledge over passive theory. Students learn directly from Ivy League faculty and seasoned professionals, including founders, CXOs, and venture capitalists. This exposure builds practical, high-level insight. With a cohort drawn from over 45 countries, the programme fosters a collaborative, cross-cultural learning environment integrated into every project and challenge.

    Tetr offers two undergraduate degrees. The Bachelor of Science in Artificial Intelligence, delivered in partnership with the Illinois Institute of Technology, includes immersive projects such as building tech platforms and launching startups, alongside global business and cultural experiences. Students graduate with a degree from Illinois Tech and benefit from paid internships, research opportunities with leading companies, and scholarships covering up to 100% of tuition. The Bachelor’s Programme in Management & Technology combines entrepreneurial learning with academic rigour across locations like IIT in India, NUS in Singapore, and INSEAD in Europe. Students engage in real-world projects, including launching e-commerce ventures and sustainable brands, while faculty assess performance against clear business metrics. Graduates earn a Bachelor of Science (Honours) from a UK-accredited university, with the option to major in International Business, Management, or AI/ML.

    What makes this Indian business school unique?
    • Global rotation model with each term in a new international study destination
    • Strong industry partnerships enabling live project work
    • “Learn By Doing” approach that blends academics and real-world learning

    2) Mesa School of Business

    Located in Bengaluru, India, The Mesa School of Business offers a cutting-edge, four-year, full-time, residential Undergraduate Program in Business Management and Entrepreneurship. This programme is carefully designed with a hands-on, practical teaching approach, aiming to foster future leaders and job creators by embedding students deeply within the startup community.

    The programme combines academic rigour with practical application. It covers core business management principles alongside modern topics such as technology, AI, and product development. A key part of the curriculum involves students establishing three actual businesses with genuine customers, real revenue, and tangible products during their studies, offering unparalleled practical experience.

    Students learn from professors at leading universities, such as IIM, ISB, and Kellogg, as well as industry leaders, and participate in expert-run societies for drama, debate, public speaking, performing arts, and sports. 

    Additionally, Students complete three internships, spanning four months directly within the “founder’s office” of rapidly growing early-stage startups, providing invaluable practical work experience. These internships ensure students are immersed in the operational realities of dynamic businesses. Students also spend three months in Mountain View, USA, learning entrepreneurship directly from top Silicon Valley founders and operators. The internships and international exposure prepare graduates for immediate, impactful roles in businesses, product management, and other high-growth sectors, nurturing their development as effective entrepreneurs and business leaders.

    What defines this business school in India
    • Students launch three real businesses to gain hands-on startup experience.
    • Three internships at various founders’ offices provide exposure to startups. 
    • A Silicon Valley module provides direct access to top innovators.

    Note – Mesa School of Business is not a UGC-accredited higher education institution and does not offer degrees or diplomas. Students who complete all program requirements will earn a professional certificate. 

    3) Master’s Union School of Business

    Located in Gurugram (Gurgaon), Haryana, Master’s Union School of Business was founded by a collective of business stalwarts, academics, and bureaucrats who aimed to redefine business education. 

    The institution offers comprehensive four-year, full-time undergraduate programmes that emphasise experiential learning to gain practical skills by engaging in real-world challenges and projects rather than solely theoretical study. The faculty comprises over 60 active CXOs, MDs, and industry leaders from leading companies, ensuring that students learn directly from those who shape the business world. Master’s Union offers three distinct undergraduate programmes: 

    • Undergraduate Programme in Technology & Business Management: This programme equips students with a robust understanding of both core business principles and cutting-edge technological advancements. It focuses on preparing students for dynamic roles at the intersection of business and technology. The curriculum emphasises experiential learning through real-world projects and industry-aligned challenges.
    • Undergraduate Programme in Data Science and Artificial Intelligence: This programme equips students with the analytical skills and technical expertise necessary for success in the fields of data science and artificial intelligence. Students learn to master data interpretation, develop AI-driven solutions, and understand the ethical dimensions of these powerful technologies. 
    • Undergraduate Programme in Psychology and Marketing: This unique interdisciplinary programme explores the fascinating synergy between human behaviour and effective marketing strategies. Students gain in-depth knowledge of psychological theories, consumer insights, and contemporary marketing practices, including digital and brand management. 

    Students can choose a “Global Track,” which allows them to spend their fourth year at the Illinois Institute of Technology in Chicago, graduating with a B.S. degree from Illinois Tech. This unique structure ensures students are exposed to both domestic and international business practices. The business school also boasts a 92% placement rate, with graduates securing roles at top global firms, including Microsoft, Zomato, Accenture, BCG, EY, Google, Razorpay, and Bain. 

    What makes this business school in India different?
    • Practitioner-led learning with a faculty comprising industry leaders
    • Industry exposure and an experiential curriculum, ensuring practical application of knowledge. 
    • Global Pathways culminating in a degree from an international university

    4) Bower School of Entrepreneurship

    Located in Knowledge City, Hyderabad, the Bower School of Entrepreneurship offers an undergraduate programme in Business Entrepreneurship, with a major in Emerging Technologies. Designed for future entrepreneurs, this business school offers a highly immersive and hands-on learning experience. The core philosophy centres on students being actively engaged in building and launching real-world startups from the outset, culminating in a BBA degree from Manipal University. The programme blends structured academic content with boot camps and direct exposure to the entrepreneurial ecosystem.

    Students typically undergo a journey from idea to venture through structured phases, including ideation, market validation, prototyping, pitching, and scaling, all while immersed in real-world startup environments. They are mentored by domain experts and business leaders, with access to angel and VC networks for potential funding. 

    The curriculum emphasises experiential learning with live projects, accelerator-style sprints, and ongoing collaboration with seasoned entrepreneurs, investors, and CXOs. It is structured over three years, with each year focusing on critical stages of venture development. 

    • Year 1: Foundations of entrepreneurship introduces students to core business concepts, innovation methodologies, and essential analytical tools. This includes coursework in Design Thinking, Business Analytics and Technology Foundations, Accounting Information and Decision Making, and Financial Management and Planning. Students also gain an early insight into the entrepreneurial journey through a “Startup Lab” focused on “Experiencing the Life of a Founder.” 
    • Year 2: Growth and partnerships deepen this practical engagement with a “Startup Lab 360” and dedicated modules on “Venture Creation,” guiding students through the intricacies of growing their businesses and forging strategic alliances. 
    • Year 3: Scale and Impact focuses on strategies for expanding ventures and maximising their influence, though further detailed curriculum specifics for this year were not explicitly outlined.
    What makes this business school in India stand out?
    • Tailored specifically for future entrepreneurs
    • Expert mentorship from entrepreneurs, seasoned investors, and industry leaders 
    • Strategically located within Hyderabad’s technology, business, and finance hub

    Real-world learning and start-up exposure at business schools in India

    The table below compares how these institutions integrate real-world learning and start-up exposure across leading business schools in India.

    Institutions Real-World Projects Internships Startup Experience Industry Mentorship
    Tetr College of Business Global business projects Paid internships with top firms E-commerce and AI venture building Ivy League faculty + business leaders
    Mesa School of Business Build 3 businesses with real customers 3 founders’ office internships Deep integration in the startup lifecycle Founders, VCs, and top academics
    Master’s Union School of Business CXO-led real-world projects Practicum-based learning Optional capstone ventures 60+ active industry leaders
    Bower School of Entrepreneurship Live projects + accelerator-style sprints Not standardised internships Structured startup labs every year Direct mentorship + VC network

    Institutions like Tetr, Mesa, Master’s Union, and Bower reflect how business schools in India are responding to industry needs through experiential, application-led undergraduate programmes. For prospective students seeking dynamic, future-ready business education in India, these breakthrough institutions are certainly worth exploring. For assistance with the application process, connect with us today. Meanwhile, read our blogs, The Revival of Liberal Arts Education in India and The Ultimate Guide to 16 Exceptional Summer Programmes in India

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  • Maoist leader Paka Hanumanthu shot dead in encounter, AI courses surge in India & more

    Maoist leader Paka Hanumanthu shot dead in encounter, AI courses surge in India & more

    Today’s News Headlines for School Assembly, December 26, 2025: Here are the news headlines for school assembly on December 26. A Maoist leader was killed in Odisha, Delhi’s fog eased, and Kerala introduced photo identity cards. Tarique Rahman returned to Bangladesh, blasts in Nigeria and Gaza. Australia faces England in cricket on Friday, while young Indians shine in chess. India’s GDP data defended, CTET window reopens, AI courses surge in 2025.

    National

    Paka Hanumanthu alias Ganesh alias Chamru, a top Maoist leader hailing from Telangana’s Nalgonda district, and three other Maoists were shot dead in an encounter in Odisha on the intervening night between Wednesday and Thursday, officials said.

    After days of recording dense fog conditions, the weather improved in Delhi early Thursday, with hardly any fog over at Indira Gandhi International (IGI) Airport, according to the India Meteorological Department (IMD) forecast.

    The Kerala government decided to introduce permanent photo-affixed nativity cards, doing away with the prevailing practice of issuing nativity certificates.

    International

    The son of former Bangladeshi president Ziaur Rahman and first woman Prime Minister Khaleda Zia, Tarique Rahman returns Thursday to the nation after a 17-year self-imposed exile.

    Blast at mosque in Nigeria kills 5 and injures more than 30 in an apparent suicide attack

    Blast in Gaza wounds a soldier as Israel accuses Hamas of ceasefire violation

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    Sports

    Steven Smith’s Australia will lock horns with Ben Stokes’ England in the fourth of the five-match Test series at the Melbourne Cricket Ground in Melbourne on Friday.

    IM Ethan Vaz, WFM Shubhi Gupta win at National Junior Chess Championship

    Business

    Calling for a more even and symmetric evaluation of India’s economic performance, Chief Economic Advisor (CEA) V Anantha Nageswaran defended the GDP data and said “we don’t hear too many murmurs” when growth numbers disappoint.

    The International Monetary Fund’s (IMF) assessment of India’s official statistics should improve significantly once the ongoing review of the key macroeconomic indicators is complete, according to Mridul Saggar, Chairman of the Technical Advisory Committee on the Index of Industrial Production (IIP).

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    Education

    The Central Board of Secondary Education will reopen the application window for the Central Teacher Eligibility Test (CTET) February registration for candidates who did not fill out the form.

    In 2025, courses on generative AIartificial intelligencedata science, and cybersecurity, among others, were the top choices of Indian learners.

     

    © IE Online Media Services Pvt Ltd

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  • Who’s helping UK unis open their Indian campuses?

    Who’s helping UK unis open their Indian campuses?

    India is becoming the next transnational education (TNE) hotspot, with nine top UK universities having announced plans to open overseas branch campuses out there. Earlier this year, the University of Southampton became the first of this new tranche of campuses to open its doors, with several others close behind.

    As the TNE boom continues, several universities have revealed the independent providers that are helping them set up their campuses in India. Meanwhile, other providers have expressed an interest in this space.

    Here’s our list of who’s working with who.

    Who’s opening a campus in India?

    Nine UK universities have confirmed they are joining the TNE scramble in India. They are:

    1. The University of Southampton
    2. The University of Liverpool
    3. The University of York
    4. The University of Aberdeen
    5. The University of Bristol
    6. Coventry University
    7. The University of Surrey
    8. Lancaster University
    9. Queen’s University Belfast

    Who are they working with?

    Oxford International Education Group (OIEG) – Southampton has confirmed it worked with OIEG in setting up its campus in Gurugram, which opened earlier this year. OIEG provided the financial backing and the professional services needed to set up the campus

    India Business Group – Another provider assisting Southampton on the ground, India Business Group is providing the university with strategic support.

    Emeritus and Daskalos – The University of York has confirmed it is working with the edtech platform Emeritus to set up its Mumbai campus. Working alongside Emeritius is Daskalos – a new venture from Atul Khosla, the founder and vice-chancellor of Shoolini University, as confirmed by Khosla in a LinkedIn post. Khosla has said Emeritus and Daskalos’s partners include “three Russell Group Universities, one of the oldest universities of the world, a top tier US university and a leading Australian university”.

    Khosla has also confirmed on LinkedIn that Daskalos and Emeritus are working with the University of Liverpool on its Bengaluru campus, as well as the University of Bristol on its Mumbai campus. Meanwhile, it appears that the University of Aberdeen may be another institution working with the duo, with a job posting advertising an Emeritus job at the university.

    Study World – The education infrastructure company Study World is working with Coventry on its GIFT City campus, according to local news reports. The company’s group chief operating officer Kate Gerrard is quoted as saying: “Study World has over two decades of experience in delivering a wide range of educational services in partnership with leading international universities around the world. This association with Coventry University in India will be highly beneficial for students in India and the wider region.”

    GUS Global Services – The University of Surrey has confirmed it it is working with GUS Global Services, with GUS leading on strategic support services such as Indian student enrolment support, advice on the local market and campus and operational management.

    For their part, Lancaster University and Queens University Belfast have remained tight lipped on which providers – if any – they are working with as they explore setting up campuses in India.

    Which other providers could be eyeing up opportunities?

    GEDU Global Education – the UK-headquartered company has already invested in several campuses in GIFT City, making it a prime provider to step in and help institutions set up overseas branches in India.

    UniQuad – an arm of ECA, which has previously partnered with UK universities to run overseas campuses and other TNE projects, UniQuad is a new division with a specific goal of introducing university partners to India’s evolving educational landscape, meaning it’s well placed to help in this area.

    Amity – the private Indian provider is already working with major British institutions – such as Queen Mary University of London – on program articulation arrangements in India, as well as having MoUs with others on things like joint research and dual degrees. Could it be looking to expand into new ventures?

    British Council – while the British Council isn’t a private provider, it is a key strategic enabler for institutions looking to set up in India. It can help with policy dialogue and advocacy, support through the UK Universities in India Alliance, as well as providing market intelligence, helping institutions decide which partners are right for them.

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  • Meet the founder… Bhakti Shah, The Outreach Collective

    Meet the founder… Bhakti Shah, The Outreach Collective

    Describe your company in three words or phrases.

    Explore, exchange, and evolve.

    What inspired you to start the company? Was there a particular moment that sparked the idea?

    After 18 years in the industry, I witnessed a fundamental disconnect across India’s education ecosystem. Schools, universities, counsellors, and solution providers were all shaping student outcomes, yet operating in complete silos — no coordination, no meaningful dialogue, no shared professional infrastructure.

    I was working as an outreach professional with a university at the time. That year alone, we managed 350 school fairs. My team was stretched impossibly thin – working weekends, holidays, special occasions – simply because schools and universities weren’t communicating. The inefficiency was staggering, but the real issue was deeper: there was no equitable space where these stakeholders could engage as equals and build collective capacity.

    TOC emerged to fill that void. What started as a WhatsApp group of 40 people grew to 1,000 within three months. That validated everything: the need wasn’t just real — it was urgent and market-wide.

    How would you describe your company’s mission in one sentence?

    TOC is a Global South–first professional development association building structured learning and networking infrastructure for the education ecosystem.

    How would your team describe you as a leader?

    I hold high standards, I am demanding, but with clear purpose. TOC operates as a not-for-profit with largely volunteer-driven efforts and one full-time employee, which requires a fundamentally different leadership approach.

    But let me be direct: volunteering isn’t a favour, and it doesn’t mean reduced accountability. When you commit to a volunteer role, hundreds of members depend on that work being executed well and on time. I expect basic professional courtesies — respecting timelines, honoring commitments, delivering what you have promised.

    My team would say I expect excellence because the work genuinely matters. Leadership here is about mutual respect, shared accountability, and recognising that impact doesn’t require a paycheck to be real.

    What’s one misconception about your sector you’d love to correct?

    That university enrolments depend entirely on schools. It’s both unfair and strategically flawed. Universities treating schools as transactional feeders is neither scalable nor sustainable as it creates unrealistic pressure on schools while preventing universities from building diversified recruitment strategies. The ecosystem needs to move beyond this outdated model and embrace multiple pathways to students. The sooner institutions recognise this, the stronger everyone becomes.

    What keeps you energised outside of work?

    Two things. First, food — I’m a khansama at heart. If I weren’t building TOC, I’d be running a kitchen. I specialize in Mughlai, Awadhi, and other regional Indian cuisines, and I am equally passionate about baking. Cooking isn’t a hobby for me; it’s how I think, create, and process.

    Second, impact stories. When diverse stakeholders connect in our spaces and say, “We would never have met if it wasn’t for TOC” — that’s everything. Those moments of connection and the transformation they catalyse keep me going. It’s proof that the infrastructure we’re building actually works.

    What advice would you give another founder entering the international education space?

    Fundamentally rethink how you approach sales. Everyone is selling something — universities, companies, consultants — but the conversation transforms when you position yourself as solving a problem rather than pushing a product. Don’t lead with what you offer; lead with the challenge you’re addressing and the measurable value you create.

    In education especially, thought leadership isn’t optional — it’s foundational infrastructure. If you’re only selling without building intellectual credibility, contributing meaningfully to discourse, and adding genuine value, you won’t build sustainable growth. Sales without substance is dead on arrival.

    What initiatives are you rolling out in the near future?

    We’re launching Initiate by TOC, a new entity structured around three verticals: research, learning, and experiences.

    Under research, we’re partnering with Ashoka University to publish Pre-College Skills Audit in India 2026 — India’s first multi-stakeholder examination of skills readiness. The study begins in January with findings released in May.

    The experiences vertical launches with the Sakura Immersion Program in partnership with Acumen – a first-of-its-kind Japan-focused professional development experience for independent counsellors across Kyoto, Osaka, and Tokyo.

    In learning, we’ve partnered with Symbiosis Centre for Distance Learning to offer a three-month Certificate in Career and College Guidance — formal credentialing for counselling professionals.

    If you could accomplish one big thing in the next year, what would it be?

    Building scalable, credential-worthy learning infrastructure that professionalizes the entire education ecosystem — counsellors, university representatives, service providers, and school leaders. This sector has operated on informal knowledge transfer and relationship-based learning for far too long.

    If we can create formal pathways for continuous professional development – where expertise is recognised through credentials, learning is structured and ongoing, and professional growth is accessible across the Global South – we fundamentally elevate how the ecosystem functions. Better-equipped professionals create better student outcomes, stronger institutional partnerships, and more effective solution delivery.

    That’s not incremental change, that’s the multiplier effect that transforms an entire industry.

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  • UK, Australia and Russia top Indian student deportations: MEA data

    UK, Australia and Russia top Indian student deportations: MEA data

    As per government data, the UK recorded the highest number of Indian student deportations over the past five years, with 170 cases, followed by Australia (114), Russia (82), the US (45), Georgia (17), Ukraine (13), Finland (5), China (4), Egypt (2) and Austria (1).

    In a written response in the Rajya Sabha, India’s upper house of parliament, Singh outlined several factors behind immigration authorities’ decisions across countries, most of which related to “violations of visa norms and non-compliance with host country regulations by Indian students”.

    “Entry of Indian students had been denied by foreign immigration authorities on account of their carrying incomplete or inappropriate admission documents of their universities, failing to complete the administrative procedures required for enrolment in the universities, or for being unable to answer basic questions about their chosen field of study in foreign academic institutions,” Singh said, adding that common grounds for deportation included breaches of student visa conditions, such as unauthorised work, illegal business activities, or violations of host-country laws and regulations.

    “Students have also faced deportation by foreign governments for failing to maintain the requisite financial bank balance in countries where they had been studying, for not paying university fees or for being unable to demonstrate adequate financial capacity to support their stay and studies, for having insufficient attendance in classes or for complete withdrawal from the registered academic programs or universities, etc.”

    The data also showed two countries denying entry to Indian students, with the US turning away 62 students over the past year and Kyrgyzstan denying entry to 11 during the same period.

    Embassy officials also visit universities and educational institutions in their jurisdictions to interact with Indian students and student associations and to assess any issue concerning the credibility or quality of courses being pursued
    Kirti Vardhan Singh, MEA

    Just this year, the US revoked visas and terminated the legal status of thousands of international students, with two high-profile deportation cases involving Indian students over their alleged pro-Palestinian advocacy amid the Israel–Gaza war also making headlines. Moreover, between January and May 2025, nearly 1,100 Indians were deported from the North American country due to their “illegal status”.

    While the UK has stepped up action against international students breaching visa rules, with the Home Office now directly warning students via text and email about overstaying, Canada has long faced issues with Indian students entering on fraudulent documents, with dozens investigated for using fake college acceptance letters in 2023.

    High numbers frrom Australia also indicate the impact of the country’s crackdown on cases of fraud and agent misuse, especially from certain states in India, with countries like Russia seeing their universities expel Indian students after “failing to meet curriculum requirements”.

    When asked in parliament about steps to protect Indian students from misleading foreign courses and avoid deportations, Singh said the government gives the issue “high priority” and maintains regular contact with students abroad.

    “Embassy officials also visit universities and educational institutions in their jurisdictions to interact with Indian students and student associations and to assess any issue concerning the credibility or quality of courses being pursued.

    “Several Indian missions also issue formal advisories for Indian students under their jurisdiction aimed towards protecting their interests, welfare and safety in foreign lands,” stated Singh.

    While over 1.8 million Indian students are studying abroad in 2025, MEA data shows that 1.254 million are pursuing higher education and a drop in university-level enrolments abroad from India after three years of growth.

    The US and Canada still remain the countries with the largest number of Indian students, followed by the UK, Australia, Germany, Russia, Kyrgyzstan, and Georgia.

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  • Outbound Indian university enrolments fall after three-year rise

    Outbound Indian university enrolments fall after three-year rise

    Of the 1.882 million Indian students studying abroad, over 1.254 million are pursuing higher education at international universities and tertiary institutions, while 628,305 are enrolled at the school level.

    While overall 2025 numbers hit an all-time high due to the inclusion of school-level students, higher education enrolments fell by 76,000 this year, ending a three-year surge. Over 750,000 Indian students studied at international universities in 2022, rising to 930,000 in 2023 and peaking at 1.33 million in 2024.

    Despite Canada’s clampdown on international students, with 74% of Indian study permit applications rejected in August 2025, up from 32% in the same month in 2023, the North American country still hosts the largest number of Indian students in universities and tertiary institutions globally, at 427,085 students.

    In the US, despite a 44% drop in study visas for Indian students in August 2025 compared to last year, India remains the largest source country, accounting for over 31% of all international students, with over 255,000 Indian students, according to MEA data.

    MEA data also showed that the number of Indian higher education students in key countries, as of 2025: the UK (173,190), Australia (138,579), Germany (59,000), Russia (27,000), Kyrgyzstan (16,500), and Georgia (16,000).

    Policy changes in major study destinations are impacting Indian students’ decisions. While Canada plans to cut international study permits by over 50% in 2026, the US continues a hostile stance against international students with nine in 10 students fearing for their visas, and postgraduate enrolments are falling across UK universities, with English institutions facing a potential losses under the new £925-per-international student levy.

    Other destinations show mixed trends: Australia has seen a rise in Indian students but remains cautious about fraud and agent misuse, with the recent education reforms bill aiming to address these concerns, while New Zealand has recorded increasing number of study visa applications from India as of October 2025.

    “The growth in mobility patterns in the years following the pandemic were driven by the pent-up demand and welcoming post-graduation work and immigration pathways and policies in destinations such as Canada,” Rahul Choudaha, professor and COO at the University of Aberdeen, Mumbai campus told The PIE News.

    “However, in 2025, the immigration policies became restrictive in all key destinations starting with the US.”

    The decline in Indian students pursuing higher education abroad also follows a sharp fall in study abroad remittances from India between April and August 2025, lowest in eight years, the peak period for such transfers.

    Moreover, according to a recent analysis highlighted by Choudaha, the annual cost of studying in the US has risen by Rs 10 lakh (GDP £8,200-£8,300) for Indian students over the past five years, with currency devaluation and tuition hikes pushing the overall cost of studying abroad up 10–12% in 2025.

    Higher investment outlay along with dimmer chances of recovering that investment has made Indian students nervous and cautious about studying abroad in 2025
    Rahul Choudaha, University of Aberdeen Mumbai campus

    “Higher investment outlay along with dimmer chances of recovering that investment has made Indian students nervous and cautious about studying abroad in 2025,” stated Choudaha.

    “Universities also need to do more in terms of providing career success and scholarships to students to make ease the barrier of upfront costs and its recovery through employability.”

    The rise of destinations such as Germany, Russia, Kyrgyzstan and Georgia signals a shift towards lower-cost, quality STEM and medical education beyond the “big four”, including Indian private and public universities which are serving over 46.5 million higher education students as of 2025.

    “Indian universities are more active than ever before in stepping up their recruitment efforts from the home market,” stated Jasminder Khanna, co-founder, Gresham Global.

    “Be it recruitments fairs, conferences or even retreats for local feeders, prominent Indian universities are quite at par with the foreign universities in upping their visibility.”

    With branch campuses of over 15 international universities, mainly from the US and UK, expected to open in India by the end of 2026, and the system projected to serve over 560,000 Indian students by 2040, Choudaha sees the next three years as crucial for these campuses in absorbing inbound demand amid increasingly restrictive policies.

    “The aspirations to gain global learning remain strong while affordability has become a big challenge,” stated Choudaha.

    “With over fifteen campuses offering degrees in fall 2026 intake means that a segment of Indian students will consider these options and over time not only the number of campuses will increase but also the program portfolios offered by these campuses.”

    Moreover, with 97% of Indian students seeking education that leads directly to jobs, according to research commissioned by City St George’s, University of London and conducted by Arlington Research, crackdowns on post-study work options across major destinations are raising concerns, as lobbying to end Optional Practical Training (OPT) in the US heats up and the UK is already set to cut its Graduate Route visa from two years to 18 months from January 2027.

    With “shrinking entry-level jobs and unstable economies marginally slowing the outflow” of students, stakeholders need to think of solutions that address both the study-abroad process and outcomes, Khanna said, to ensure Indian and international students continue to pursue education abroad in huge numbers.

    “Reassuring feeders and stakeholders on economic stabilities, local safety, access to meaningful jobs and multi-cultural environments on campuses will bring back some of the lost confidence since the pandemic,” stated Khanna.

    “Students and parents also need to understand that recent student visa policy changes worldwide are intended to make traditional study destinations more meaningful, with a stronger focus on quality — and these changes should be welcomed.”

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  • India and the world – co-creating the future of global education

    India and the world – co-creating the future of global education

    For much of the past few decades, global higher education’s engagement with India followed a narrow script. India was the source of students; institutions elsewhere were the destination. Success was measured in enrolments and mobility flows.

    That framing is no longer adequate – nor is it aligned with the scale of the challenges and opportunities now facing the world. The coming decade will be shaped by ageing populations, rapid technological disruption and the green transition, creating a global talent challenge. At this moment, India stands out as the world’s youngest and most dynamic talent nation – and by 2030, one in five global workers is projected to be Indian.

    If global progress on artificial intelligence, climate and sustainability, healthcare, inclusive growth and productivity is to be meaningful, India and the world must work together – not through transactional pipelines, but through deeper collaboration between education, industry and governments.

    India is not only a key driver of international student mobility; it is increasingly the talent engine of the world. Yet many international engagements with India remain fragmented. MoUs are signed without delivery pathways. Recruitment activity is often disconnected from research, innovation, skills and employability. What is missing is not ambition, but shared infrastructure: platforms that bring universities, domestic and international, together with policymakers, employers, innovators and students to design solutions – not just discuss them.

    The next phase of global engagement with India will be defined by mutually beneficial, equitable co-creation

    The next phase of global engagement with India will be defined by mutually beneficial, equitable co-creation.

    This requires moving beyond “India as a market” to “India as a partner” – and engaging India as a federal ecosystem in which states are decisive actors in shaping education, research, industry collaboration and workforce strategy. Tamil Nadu exemplifies this shift.

    Long recognised as India’s leading state for higher education, research and industry integration, Tamil Nadu is now advancing a next-generation model for global collaboration through Knowledge City – India’s first integrated global education district. Designed as a full ecosystem rather than a standalone campus, Knowledge City is planned as an 870-acre, purpose-built education, research and innovation district with universities and research at its core, co-located with industry clusters and supported by plug-and-play infrastructure for global institutions.

    The significance is not branding; it is architecture. Knowledge City enables joint degrees, transnational education delivery, applied research hubs, innovation clusters and skills pathways that are inherently industry-aligned. It is designed to make academic–industry collaboration the default rather than the exception, and to convert education into workforce and innovation outcomes at scale.

    This moment also demands a different kind of convening infrastructure. Not conferences as showcases, but platforms built to translate intent into execution – where governments, domestic and international universities, employers, innovators and student communities can align on priorities and progress. This includes structured engagement through B2B exhibitions, curated G2G, G2B and B2B dealrooms, and focused dialogues that enable partnerships to move from discussion to delivery.

    For those holding responsibility across education, skills, talent and innovation – including ministers and policymakers; vice-chancellors and senior academics; international directors and employability leaders; CEOs, investors; innovators; global employers and talent platforms; testing and credentialing bodies, think tanks and foundations – this conversation is now critical to shaping the decade ahead.

    The focus is not only internationalisation and transnational education – though those remain central. It also spans the domains where universities are now system actors: AI and future learning, climate and sustainability, healthcare, creative economies, diversity and inclusion, academic-industry collaboration, employability and entrepreneurship, and the role of universities in nation-building. These are not “themes”; they are national and global imperatives.

    A delivery-oriented platform should therefore be judged by outcomes. The most serious convenings are those that build the partnerships and systems required for the decade ahead: aligning education with future skills and workforce demand; strengthening sustainable transnational education models; building ethical, student-centred mobility frameworks; developing global communities of practice; providing data and intelligence for decision-making; and co-creating Knowledge City as a living global education lab for research, education and innovation partnerships.

    It is in this spirit that the inaugural India Global Education Summit (IGES) will take place on January 2026 28-29, co-organised by the government of Tamil Nadu and NISAU. The invitation is intentionally inclusive: to Indian institutions and stakeholders shaping India’s domestic education and skills future, and to international partners seeking equitable collaboration with India at scale.

    Registration is complimentary for academic institutions and universities, ensuring broad participation across the global higher education community. For those shaping education, skills, talent and innovation strategies, this is an opportunity to move from conversation to co-creation.

    Registration details are available at educationsummit.global.

    About the author: Sanam Arora is founder and chair of NISAU (National Indian Students and Alumni Union UK) and convenor of the India Global Education Summit.

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  • Global lessons for the UK: how Singapore and India are embedding AI in education

    Global lessons for the UK: how Singapore and India are embedding AI in education

    This blog was kindly authored by Dr Karryl Kim Sagun Trajano (Research Fellow, S. Rajaratnam School of International Studies (RSIS), Dr Gayatri Devi Pillai (Assistant Professor, HHMSPB NSS College for Women, Trivandrum), Professor Mohanan Pillai (Pondicherry University), Dr Hillary Briffa (Senior Lecturer, Department of War Studies, KCL), Dr Anna Plunkett (Lecturer, Department of War Studies, KCL), Dr Ksenia Kirkham (Senior Lecturer, Department of War Studies, KCL),  Dr Özge Söylemez (Lecturer, Defence Studies Department, KCL), Dr Lucas Knotter (Lecturer, Department of Politics, Languages, and International Studies University of Bath), and Dr Chris Featherstone (Associate Lecturer, Department of Politics and International Relations, University of York).

    This blog draws on insights from the 2025 BISA-ISA joint Workshop on AI Pedagogies: Practice, Prompts and Problems in Contemporary Higher Education, sponsored by the ASPIRE (Academic Scholarship in Politics and International Relations Education) Network.

    As the UK continues to work out how best to regulate and support the use of AI in higher education, other countries have already begun to put their ideas into practice. Singapore and India, in particular, offer useful contrasts. Both link technological innovation to questions of social inclusion, though they do so in different ways: Singapore focuses on resilience and lifelong learning, while India emphasises access and the use of vernacular languages. Comparatively, their experiences show how education policy can harness AI to advance both innovation and inclusion, making technological progress a driver of social cohesion. British tertiary education institutions have, for a long time, drawn international lessons mainly from their close western neighbours, but it would be wise to broaden their horizons.

    Singapore: AI for resilience and lifelong learning

    Singapore’s approach to AI in education is rooted in its Smart Nation 2.0 vision, which emphasises the three goals of “Growth, Community and Trust”. The government aims to develop a digitally skilled workforce of 15,000 AI practitioners by 2027, linking education reform to national capability-building. Within this framework, AI pedagogy is closely tied to the idea of social resilience, which is understood in Singaporean policy as the capacity of society to remain cohesive, adaptable, and functional in the face of disruption.

    This vision is implemented through a coordinated ecosystem connecting local universities, AI Singapore (AISG), and the SkillsFuture programme. SkillsFuture uses AI-driven analytics to personalise re-skilling courses, design decision-making simulations, and encourage collaboration between government, industry, and academia. The Centre for Strategic Futures extends this agenda by promoting “AI for personal resilience”, framing digital competence as part of civic participation and collective preparedness.

    Even so, workshop discussions highlighted persistent challenges. Access to elite universities remains uneven, and foreign workers are largely excluded from many lifelong-learning initiatives. Participants also noted that AI training tends to focus on technical ability, leaving less room for ethical debate or critical reflection. To some extent, the drive to innovate has moved faster than efforts to make AI education fully inclusive or reflective.

    Singapore’s experience nonetheless illustrates how AI can be built into the wider social purpose of education. For the UK, it offers a reminder that digital innovation and civic responsibility can reinforce one another when universities treat learning as a public good. Graduates who understand both the capabilities and the limits of AI are better equipped to navigate complex socio-political, and technological environments. When built into lifelong-learning systems, AI education helps create the networks of knowledge and trust that make societies more adaptable and resilient.

    India: AI for inclusivity and vernacular access

    If Singapore shows what is possible through tight coordination in a small, centralised system, India demonstrates how the same principles are tested when applied across a country of continental scale and diversity. India’s National Education Policy (NEP) 2020 sets out a comprehensive vision for transforming the education system to meet the demands of a rapidly changing global economy. It aims to raise the higher education gross enrolment ratio to 50% by 2035 and introduces flexible, learner-centred degree structures designed to encourage creativity and critical thinking. Artificial intelligence is central to this reform, “catalysing” both curricular innovation and system-wide modernisation.

    The National Digital Education Architecture (NDEAR) and the AI for All initiative embed AI within educational design and delivery. The University of Kerala’s Four-Year Undergraduate Programme (FYUGP), implemented under the NEP in 2024-25, is demonstrative of how these reforms are taking shape. AI tools now support continuous assessment, effectively and efficiently enabling educators to tailor material to individual learning needs and diverse assessment methods. These developments signal a wider shift in pedagogy, from one-off examinations toward continuous and formative evaluation that prioritises understanding and reflection.

    At the heart of the strategy lies India’s focus on linguistic and cultural inclusion. NEP 2020 mandates the use of regional languages in instruction and assessment, aligning with government programmes that promote vernacular content and accessible digital platforms. This multilingual approach helps extend higher education to students previously marginalised by linguistic barriers, while AI-assisted translation and adaptive interfaces further improve access for learners with disabilities.

    As with Singapore’s efforts, however, India’s reform agenda is not without its shortcomings. The NEP reflects the aspirations of a growing middle class and the logic of global competitiveness, raising concerns about commercialisation and uneven implementation, particularly at scale. Still, it represents one of the most ambitious efforts worldwide to connect digital innovation with social justice through deliberate policy design. For the UK, the lesson is clear: technological efficiency must be matched by cultural understanding and genuine inclusion, ensuring that advances in AI expand participation in higher education rather than deepen existing divides.

    Comparative insights for the UK

    Singapore and India approach AI in education from very different starting points, and each offers lessons worth considering. Singapore demonstrates the impact of close coordination between government and universities, supported by steady investment in applied research. India, meanwhile, is emblematic of how digital inclusion can extend beyond elite institutions when policy design takes account of linguistic diversity and regional inequality.

    For the UK, these examples point to a shared message: progress depends on coherence. Many initiatives already exist, from Joint Information Systems Committee Jisc’s advancement of the digital capabilities framework to Advance HE’s support to prepare for an AI-enabled future and the Russell Group’s guidance on generative AI, but they remain generally disconnected to date.

    Learning from Singapore and India could help the UK move towards a more consistent approach. That might involve:

    • developing a national framework for AI in higher education that sets clear expectations around ethics and inclusion;
    • funding staff training and digital literacy programmes inspired by Singapore’s emphasis on lifelong learning;
    • supporting multilingual and accessible AI tools that mirror India’s focus on linguistic and regional diversity;
    • building evaluation mechanisms to understand how AI adoption affects equality of opportunity.

    In the end, the challenge is less about technology, and more about governance. The UK has the capacity to lead in responsible AI education if policy connects local innovation to a national vision grounded in fairness and public trust.

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