Goa: India’s ambition to become the world’s education capital by 2047 will depend on its ability to move beyond expanding enrolments and focus on research excellence, academic quality, institutional autonomy and industry-driven innovation, education leaders said at the ETEducation ChancellorsтАЩ Conclave 2026.
Speaking during the mega panel, тАЬIndia@2047: What Must Happen for India to Become the World’s Education Capital?тАЭ, moderated by Devina Lason, Editor тАУ Video Initiatives & Senior Anchor, The Economic Times Business Verticals, nine academic and industry leaders examined the structural reforms required to make Indian higher education globally competitive.
The discussion highlighted that international recognition must be earned through credible qualifications, meaningful research outcomes, innovative teaching models and institutions capable of addressing both local and global challenges.
Research excellence and regional strengths must drive global competitiveness
Amit Banerjee, Chancellor, Siksha тАШOтАЩ Anusandhan (SOA) University, emphasised that Indian degrees must achieve international equivalence in academic quality and research standards. He called for a fundamental restructuring of university research, including sustained funding, performance-linked faculty recognition and stronger emphasis on publications, patents and commercialisation.Prof Mukti Kanta Mishra, Founding President, Centurion University, Odisha & Andhra Pradesh, argued that education must produce responsible, productive individuals rather than simply award qualifications. Drawing on Centurion University’s work with disadvantaged learners and tribal communities, he stressed the importance of practical skills, environmental responsibility and creating international learning opportunities around India’s rural and regional strengths.
DP Nagaraj, Pro Chancellor, RV University, Bengaluru, highlighted the need for Indian universities to develop distinctive research capabilities rather than replicate international institutions. He advocated translational research addressing local challenges, alongside greater research funding opportunities for private universities.
Prof Madhulika Kaushik, Pro Chancellor, Usha Martin University, Ranchi, Jharkhand, questioned whether India could become a global education destination without first meeting the aspirations of its own students. She identified opportunities in mineral research, sustainable mining technologies and indigenous knowledge systems, arguing that regional expertise could become a source of globally relevant innovation.
Policy autonomy and industry collaboration remain critical
Dr N Nagamani Nagaraja, Chief of Strategy and System, National Education Foundation, called for accelerated policy reforms, outcome-based accreditation, greater institutional autonomy and international recognition of Indian qualifications.
She also highlighted faculty shortages, regulatory micromanagement and limited international student mobility as barriers to India’s ambitions. Universities, she argued, must be empowered to introduce industry-integrated curricula and adapt more quickly to changing requirements.
Dr Shasi Anand Sridharan, Vice President, Kalasalingam University, Chennai, emphasised that Indian institutions must stop constantly playing catch-up with global research and industry developments. He advocated building an institutional culture of original innovation and developing research solutions rooted in local needs.
Prof (Dr) Vandana Arora Sethi, CEO, Lloyd Group of Institutions, stressed that redesigning higher education would require stronger partnerships among universities, government, industry and funding organisations. She identified industry-sponsored research as a major priority, arguing that universities need greater financial support to develop globally competitive research ecosystems and experiential learning opportunities.
Industry-ready skills and assessment innovation will shape the future
Vikas Mathur, Vice President тАУ Cloud & AI Competency Development, Trainocate India, emphasised the importance of aligning academic programmes with globally recognised, industry-relevant competencies.
He advocated experiential learning and practical training that enable graduates to enter the workforce without requiring extensive additional employer-led training.
Uttam Pai Umesh, Vice President тАУ Founder’s Office, Miles Education, identified innovation as the critical factor in India’s global education ambitions. He called for deeper partnerships between universities, global capability centres and industry to develop integrated qualifications, AI-enabled learning pathways and curricula aligned with workplace requirements.
He also stressed the need to redesign assessment systems so institutions can evaluate practical capabilities rather than rely primarily on conventional examinations.
Across the discussion, panelists agreed that India’s path to global education leadership would require more than institutional expansion or international branding.
The defining challenge for 2047 will be whether Indian universities can translate policy ambition into research excellence, meaningful innovation and globally competitive talent while remaining responsive to the needs of Indian learners.
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