From Indian rootedness to global Competence
The Indian higher education system is undergoing a massive transformation, shifting from a theoretical, colonial-era mindset and rote-learning model to an India-centric framework that takes pride in nation’s rich cultural heritage while embracing experiential learning, skill development, innovation, and entrepreneurship. This shift fosters a more dynamic, self-reliant, and globally competitive academic ecosystem.
The focus of the National Education Policy 2020 (NEP 2020) on the holistic development of students by incorporating Indian values, ethics, duties, and the integration of the Indian Knowledge System (IKS) into curricula, has significantly influenced the development of national consciousness and cultural rootedness among students, thereby strengthening nationalistic feeling and pride in Indian identity.
The great educational institutions of ancient India Taxila, Nalanda, and Vikramshila were founded upon the principle of holistic development of students - the development of mind, body, intellect and soul. Famous Indian educational philosophers such as Swami Vivekananda, Madan Mohan Malaviya, Sri Aurobindo, and Rabindranath Tagore consistently emphasised that the central aim of education should be the holistic development of students.
The IKS is the most ancient and the most richly endowed heritage in the world. It embodies an extraordinary confluence of spirituality, science, art, logic, and a profound philosophy of life. It has always been devoted to the pursuit of truth and the welfare of humanity. The principal pillars of IKS are the Vedas, the Upanishads, and the philosophical systems (Darshanas).
India has offered the world six distinct ways of seeing and understanding reality-these are its six classical schools of philosophy. On the one hand, we rose to the loftiest heights of spiritual realisation; on the other, our revered Rishis and Acharyas laid the foundational principles of mathematics, chemistry, physics, astronomy, medicine, economics, governance, environmental ethics and various domains of knowledge.
It is widely recognised across the globe that the Vedas constitute primary source of both spiritual and worldly knowledge. With the incorporation of the great inventions and intellectual contributions of ancient India into present-day curricula, such as the reference to the discovery of fire by Rishi Atharva in the Rigveda and Yajurveda; the surgical principles of Acharya Sushruta in the Sushruta Samhita (600 BCE); the concepts of atomic theory, gravitation, and motion described by Maharshi Kanada in the Vaisheshika Darshana (600 BCE); students are developing greater national pride, courage, self-reliance and confidence in the richness of our national intellectual heritage and respect for India’s civilisational legacy. Beyond reinforcing awareness of India’s civilisational contributions to global knowledge, the rapid integration of IKS into academic curricula will help preserve and revitalise the country’s rich intellectual traditions across diverse fields.
The implementation of NEP-2020 has significantly reoriented the skill development landscape within Higher Education Institutions (HEIs). The integration of vocational education into mainstream curricula, along with the introduction of skill enhancement courses, experiential learning, internships, apprenticeships, and project-based learning, has strengthened skill competency acquisition, helped bridge industry skill gaps, and enhanced self-reliance, innovation, and employability. The Pradhan Mantri National Apprenticeship Promotion Scheme (PM-NAPS) has been crucial in promoting structured apprenticeship programs, imparting Industry-linked practical training to the students.
By promoting entrepreneurial skills among students, NEP-2020 has fostered a strong startup culture within HEIs. Initiatives such as Startup India, the National Innovation and Startup Policy (NISP) of the Ministry of Education, Government of India, the Atal Innovation Mission (AIM), and various State Startup Policies have collectively accelerated the development of vibrant entrepreneurial ecosystems on campuses. From approximately 400-500 startups in 2016, India has grown to over 2 lakh DPIIT (Department for Promotion of Industry and Internal Trade)-recognised startups as of December 2025, making India the third-largest startup ecosystem in the world.
By fostering flexible curricular structures and enabling cross-disciplinary mobility, NEP-2020 equips students with a wide range of competencies, including critical thinking, effective communication, digital literacy, and advanced problem-solving skills. The credit accumulation mechanism enabled by the Academic Bank of Credits (ABC) facilitates lifelong learning and continuous skill upgradation, thereby enhancing learner mobility and adaptability. Twenty-first century skills such as digital proficiency, creativity, leadership, and ethical reasoning are essential competencies for effective participation in a knowledge-driven global economy.
To cultivate students with global competencies, it is imperative to produce high-quality graduates specialised in critical fields such as artificial intelligence (AI), machine learning, data analytics, cybersecurity, semiconductors, green energy transitions, etc.
This requires reorienting our curricula to incorporate intensive practical, hands-on training in these areas. India is home to numerous HEIs that consistently produce exceptional talents in AI and computer science and many of such graduates are currently among the leading innovators
and technologists in Silicon Valley. Encouragingly, this long-standing trend of outward migration is beginning to reverse and we have to retain this highly skilled talent pool, enabling them to drive innovation and create long-term value within India.
AI innovation labs are being established across major Indian technology hubs, positioning the country to emerge as a global centre of excellence in AI-powered consulting, advanced analytics, cyber defence operations and education. This underscores India’s growing strategic role in the global AI ecosystem. AI-led cyber research hubs established in leading Indian tech cities have the potential to play a pivotal role in safeguarding critical digital infrastructure and strengthening national cyber resilience. AI possesses significant transformative potential in higher education, enhancing the quality of teaching and learning, strengthening research capabilities, improving administrative efficiency, and expanding accessibility.
AI can assist in curriculum design, real-time skills assessment, and the effective management of smart campuses. However, as a matter of caution one has to remember that the Indian vision of education does not rest solely on the transmission of information; rather, it emphasises holistic development, mentorship, empathy, moral guidance, and the cultivation of critical thinking, the qualities that are inherently human.
The implementation of NEP-2020 has ushered in a positive transformative shift, positioning the Indian higher education system to align more closely with the evolving demands of the 21st-century economy. It seeks to nurture students who take pride in Indian heritage while simultaneously developing global competencies and critical twenty-first century skills essential for meaningful employment, entrepreneurial leadership, and the effective resolution of complex global challenges.
The writer is Former Vice Chancellor, Central University of Gujarat; views are personal
