High-quality education needs trust between state and institutions, public and private

The National Education Policy is actively informing the big moves in Indian higher education. The regulatory landscape is evolving, degree pathways are becoming more flexible, and institutions are more willing to rethink curriculum, pedagogy, and assessments to move towards holistic and multidisciplinary education.

This policy-led momentum matters. China’s experience shows that consistent state attention to higher education can effectively manage quality and scale over time. India’s environment is different, but the lesson is relevant. When there is clear policy direction and sustained state support, institutions execute better, and public confidence grows. As the home of the world’s largest young population, India finds this moment especially significant. How effectively our higher education prepares young people for learning, work, and leadership will shape our social and economic growth.

Three shifts stood out over the past year.

First, the state moved decisively to institutionalise the research ecosystem. The Anusandhan National Research Foundation (ANRF) and the Rs 1-lakh-crore Research, Development and Innovation (RDI) Scheme represent a powerful dual track: The ANRF nurtures long-term scientific inquiry and industry-academia collaboration, while the RDI Scheme emphasises private-sector participation in market-ready innovation.

Second, Indian higher education institutions (HEIs) themselves pushed forward on innovation. Several IIMs announced new undergraduate programmes, and colleges began incorporating well-being, life skills and apprenticeships into their curricula, recognising that student success and satisfaction extend beyond academic performance. Building institutional capability is central. At Ashoka University, we launched two new schools this year — the Havells School of Management and Leadership and the Ashoka School of Advanced Computing — to take our next big steps in interdisciplinary research and applications.

Following the NEP, universities have also started moving toward graduating their first four-year undergraduate cohorts, though the three-year path remains an option. The Bachelor’s with Honours in Research is an important addition, providing the focus and depth required for global competitiveness. These efforts reflect in global metrics: 54 Indian universities featured in the QS World University Rankings 2026, up from just 11 in 2015 and 46 in 2025. India is now the fourth-most represented country and the fastest-rising G20 nation in these rankings, indicating progress in research output, faculty strength, and international engagement.

Third, the landscape of global mobility is changing fast. While over 1.25 million Indian students study abroad (MEA), tighter visa regimes and geopolitical conditions are necessitating high-quality domestic alternatives. Increasingly, we are witnessing higher education globalise in both directions: Foreign universities are entering India, and Indian institutions are expanding overseas.

Three developments will likely guide the next year.

The first, undoubtedly, is regulatory change through the Viksit Bharat Shiksha Adhishthan Bill, 2025. This is a welcome step in response to the fragmentation and overlapping mandates of the current system. By proposing a single apex structure with independent councils for regulation, standards, and accreditation, the Bill provides the integrated oversight required for holistic and multidisciplinary educational experiences.

India is beyond the era of narrow specialisations. There was a time when siloed institutions served specific national priorities, such as engineering-focused institutes or standalone teacher education colleges. That phase played an important role and should not be loosely dismissed. However, the needs of today’s talent and economy demand broader setups. Technology, management, science, and liberal education institutions need space to interact across boundaries; regulatory consolidation and benchmarking of standards will enable that coordination. With private institutions serving two-thirds of the student population, a strong, unified system for accreditation and public disclosure is necessary to signal quality to both students and parents.

Second is the increasing integration of artificial intelligence into how students learn, how teachers design classrooms, and how institutions manage their resources and administration. India’s unique diversity of learner types, institutional histories, and learning models (formal, informal and alternative) positions it to lead the global discourse on context-sensitive AI. This is not just about adopting technology; it is about defining its application in a localised, high-impact way.

The launch of the Ministry of Education’s four centres of excellence in AI, focused on education, health, agriculture, and sustainable cities, is timely. By hosting these centres at premier institutions, the state is creating a structured way to explore best practices and address specific future needs for India and the world.

The third is a stronger focus on science education. While promoting excellence in science is key to pathbreaking innovation, significant gaps in exposure remain. Science education needs to become more hands-on and experiential. Utilising campus makerspaces, improving institutional engagement with start-ups and industry for skilling and practice, and ensuring that tools and resources are accessible and robust are how we will cultivate the high-calibre talent pool required for a competitive deep-tech ecosystem.

India is making significant strides in massifying education. Meeting the goal of a 50 per cent gross enrolment ratio by 2035 will require sustained prioritisation of higher education as national infrastructure, as well as the encouragement of new thinking.

India has a massive chance to leverage its expanding digital and internet landscape to scale imparting learning. By integrating technology and digital delivery models into institutional frameworks, we can move beyond the constraints of physical capacity to reach every aspiring student.

At the same time, a true love for learning and high academic standards will continue to define quality education. For a Viksit Bharat, high-quality education will produce high-quality talent. That requires implementation from all sides, trust between the state and institutions (public and private), and a relentless commitment to excellence.

The direction is set. Momentum is building. The task ahead is to keep advancing, for India and for India’s place in the world.

The writers are founders of Ashoka University. Views are personal