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In a major disruption to the international school calendar, the Central Board of Secondary Education (CBSE) has cancelled all Class XII board examinations scheduled between March 16 and April 10 for students across seven Gulf countries, citing escalating regional tensions and student well-being concerns.

The decision impacts CBSE-affiliated schools in the United Arab Emirates, Bahrain, Iran, Kuwait, Oman, Qatar, and Saudi Arabia—regions currently affected by heightened geopolitical instability linked to the ongoing US-Israel-Iran tensions.

Student Safety and Mental Health at the Forefront

According to the board’s official circular issued on March 15, the move follows a “critical review” of the situation, including the security environment and psychological stress faced by students preparing for high-stakes examinations.

The board had earlier postponed select exams between March 12 and March 16, but worsening conditions prompted a complete cancellation across the region. The decision reflects a growing global emphasis on student mental health and safety during crisis situations.

Uncertainty Over Evaluation and Admissions

Though the cancellation of exams may have brought a sigh of relief to many students, it has also led to an upsurge of worries regarding assessment patterns and academic career. CBSE announced that the way of/result publication would be designated later, thereby leaving a vast number of students wondering what to do.

Global Precedents and Policy Challenges

Some education specialists believe the CBSE might look for assessment methods like the ones they implemented during the COVID-19 period, when internal marking and past academic achievements were given importance.

Such a scenario underlines how education systems worldwide could be seriously affected by political unrest and at the same time it brings forward the issues of standardized tests, fairness, and educational policies during emergencies.

While CBSE is getting ready to reveal the next course of action, the students who are residing in the Gulf area are experiencing a mixture of relief and uncertainty as they are still waiting for the definitive answer on the academic break without precedent and how it will impact their futures.

Immersed in a gesture of the realization that learning is an eternal process, the 91-year-old Catalina Mendoza, has embarked on attending a classroom for the first time in her lifetime. The senior student has just started basic education classes in El Congo in the Santa Ana Department of El Salvador, thus making her dream of being able to read and write come true after all these years. Mendoza's path to education was set after she was provided with free school materials through a government-backed education programme which is designed to give adults who never had an opportunity to go to school access to learning. What adds to the extraordinariness of the story is that Mendoza is not a lone learner.

She goes to classes in the evening with her 71-year-old daughter, Teresa Tobar, who has also become a member of the programme to advance her literacy skills. For Mendoza, going to the classroom at this time of life is both sentimental and uplifting. She had only a simple yet happy description of the event as she said that she is very happy" to finally be learning the basics of reading and writing. Programme staff emphasize that Mendoza's story is a great example to illustrate the importance of adult education, especially in the areas where factors like poverty or social circumstances have historically contributed to limited access to education.

In several countries in Latin America, authorities and community groups are actively working towards the extension of adult literacy programmes so that elder generations would not be deprived of the benefits of education while the provision of education is being widened with the aim of inclusive education.

The story of Mendoza indeed strongly supports the notion that education does not have a fixed age limit. The joy of first-time learners in a seven-grade class experiencing for the first time the opening of a notebook, the holding of a pencil, and the recognition of the alphabet after nearly a century of life should never be underestimated as a significant and meaningful event in the learner's life.

The Kerala Maritime Board has announced plans to transform the Neendakara Maritime Institute into a global maritime education hub through a public–private partnership (PPP) model, aiming to bring international standards of training and research to India’s coastal education sector.

Shine A. Haq, who is the Chief Executive Officer of the Kerala Maritime Board, said that through the use of the existing infrastructure at Neendakara, the initiative aims to convert this place into a world-class maritime institute that could serve as a bridge connecting Indian students with the booming global maritime economy.

The proposed centre is expected to provide expert courses in maritime navigation, port management, marine engineering, and logistics, thus grooming students for working in the international shipping and maritime services industry.

Officials mentioned that the project's main focus will be on technology transfer and extensive collaborations with top international universities, which should help the institute implement global best practices in maritime education. Infrastructure development, setting up of advanced training facilities, and forming international academic partnerships are expected to be bolstered by the involvement of the private sector.

This project aims to rebrand Kerala as a centre for maritime education in South Asia, leveraging the state's rich maritime tradition as well as its geographical advantage of being located on major international shipping routes.

The scheme also brings back to life an infrastructure that hardly saw any activity for almost 10 years. The building, which was first set up in 2015, had been left unfinished as it could not get the required permits under the Coastal Regulation Zone (CRZ) laws.

Officials, with their fresh plan of redevelopment based on PPP method, are looking to transform the long unused building into a world class maritime training centre where students not only from India but from other parts of the world will come. At the same time it will help in generating skilled manpower for the international shipping industry which is growing rapidly. Besides, a Vigilance inquiry was also carried out in the area following a report of mineral sand being smuggled through the construction activities. All these technical and legal problems were the main reasons why the site did not get transformed into a maritime institute. After a lot of discussion, the Request for Proposal (RFP) was done so as to maintain transparency and international standards. This included a Maritime Education Summit in Kochi with industry experts and discussions with the Union Government’s Director General of Shipping and international educators. The tender process was conducted via government’s e-tender portal. After an initial round saw limited participation, a re-tender with wider publicity was initiated to identify a suitable private partner with proven expertise in the international maritime sector. The selected partner is a consortium with established Memorandums of Understanding (MoUs) with prestigious institutions such as the Aberdeen Petroleum Institute in Egypt and Glasgow University in Scotland. They also hold placement agreements with various global shipping companies. Under the Public-Private Partnership (PPP) model, the land and building will remain under government ownership. The private partner will manage development for 30 years, after which all assets will revert to the government. This initiative is designed to be highly beneficial to both the State and the local community. The Maritime Board has ensured a steady revenue stream through a government-fixed lease rent and a share of the income generated from the institute and its associated tourism projects. Additionally, the board has secured scholarships for local residents and students from economically weaker backgrounds.

India is still the second biggest country sending students abroad, with more than eight lakh Indians studying overseas as of 2024. Besides being a great source country, India is also becoming an international education destination. According to the latest Global Student Flows: India report by the UK, based QS Quacquarelli Symonds, the number of students coming to India is expected to increase by about eight per cent each year until 2030.

The report, now in its eighth edition, makes use of QS flow, mapping technology, the QS International Student Survey 2025, and World University Rankings data to shed light on the international student mobility involving India. It looks at the trends of students coming and going and presents three scenarios of what India's higher education could be like in the future.

It is estimated that the number of international students in India will reach 58, 000 by 2025. This figure might increase significantly due to the global trend of stricter visa policies and more expensive education in popular English speaking countries. These changes are causing many students to look for alternative study destinations that offer convenience and affordability.

Regional demand driving growth

South Asia remains the largest contributor to India’s international student population, accounting for nearly half of all foreign enrolments. Nepal and Bangladesh together make up more than 30 per cent of arrivals, with Nepal projected to see annual growth of around 11 per cent.

Afghanistan, however, is expected to grow at less than one per cent annually due to visa approval constraints, reducing its share of India’s international student cohort.

Demand from Sub-Saharan Africa is also increasing. Student numbers from the region are forecast to grow by approximately six per cent per year, supported by large youth populations, limited domestic higher education capacity, and India’s relative affordability.

Zimbabwe is highlighted as a rapidly growing market, with projected annual growth of around 11 per cent, moving it from the seventh-largest African source country for India in 2024 to sixth by 2030.

Meanwhile, the Middle East and North Africa (MENA) region continues to contribute steadily to India’s inbound flows. Students from the United Arab Emirates are expected to account for roughly 5% of India’s international student population by 2030.

Government reforms have been a key factor in boosting India's appeal as a study destination. With the Study in India scheme, admission procedures have been made easier and financial constraints have been removed for foreign students.

Moreover, The National Education Policy 2020 has allowed foreign universities to open their branches in India and has also increased the number of seats available to international students. According to University Grants Commission (UGC) regulations, educational institutions can allocate 25% extra seats for overseas students.

Besides these initiatives, India has made a visionary ambitious plan to attract five lakh international students by the year 2047. Nevertheless, the report mentions that proper follow up of the policies will only lead to success in the goal; and a lot of investment in infrastructure and student aid must be made at the same time.

India is still the second largest source of international students in the world with over 800, 000 Indians pursuing higher education abroad as per 2024 data.

But the enrolments in the traditional Big Four destinations the United States, United Kingdom, Canada, and Australia are expected to fall slightly by 0.5% per year on average until 2030.

Rather, Indian students are turning to other foreign study destinations such as Germany, France, and the United Arab Emirates (UAE) as they offer more affordable and accessible education paths. Already, Indians are the biggest international student community in both Germany and the UAE. This is a clear example of the diversification of Indian students' outbound mobility globally.

Challenges around reputation and employability

Despite the positive outlook, the report highlights several structural challenges facing Indian institutions.

While universities in India have improved in employer reputation – with the median Employer Reputation rank rising by 61 places since 2017 – academic reputation has seen little progress. Prospective students from regions such as the Middle East and the United States continue to cite institutional reputation as a key decision factor.

Another challenge relates to graduate employability. According to a 2025 Mercer-Mettl report, only 42.6 per cent of Indian graduates are considered employable. 

The QS International Student Survey 2025 also found that half of prospective students globally want universities to communicate more clearly about work placements and industry partnerships.

The report further warns that rapid growth in international enrolments without parallel investment in housing, campus facilities, and student support services could undermine the student experience that currently drives India’s appeal.

“India has long been central to global student mobility — as both a major sending market and an increasingly influential destination,” said Ashwin Fernandes, Chair QS India and Vice President for Strategic and International Engagement at QS.

“The conditions are shifting in India’s favour, from government policy and affordability to regional demographic pressure. But sustaining this momentum will require institutions to close the gap between reputation and real-world graduate outcomes.”

Three potential futures for 2030

The report outlines three possible scenarios for India’s higher education sector by 2030.

Under a “Regulated Regionalism” scenario, geopolitical fragmentation strengthens regional student mobility, positioning India as a key hub for students from South Asia, Africa, and the Gulf.

Each year thousands of Indian students hope for a study abroad experience in UK universities striving for world class education, international exposure and a bright career. However, living and studying overseas may not always be as exciting as brochures and social media portray.

In her revealing story, Lakshita Bhagtani MSc Management at University of Exeter shares her experience as an international student in the UK from university applications to managing expenses and cultural adjustments. Picking the right course and university is one of the biggest challenges for students wishing to study overseas according to Lakshita.

While most aspirants rely heavily on education consultants, she suggests that students should first do their own research about universities before making a decision.

Being aware of the course content, career opportunities and reputation of the university will undoubtedly help in avoiding disillusionment.

The process of applying for the program demands meticulous planning. Students, according to Lakshita, should make sure that crucial papers like the Statement of Purpose (SOP), Letters of Recommendation (LOR), and English proficiency certificates are properly organized. Some universities, for instance, may give IELTS waivers if students can prove that their prior education was in English through a Medium of Instruction (MOI) certificate.

Finances are indeed another big worry for international students. Apart from tuition fees, which are the most talked about, Lakshita points out that a lot of students fail to consider the hidden costs of living in a foreign country. Things like using public transport, doing grocery shopping, buying winter clothes, and daily necessities will, most certainly, continue to grow. Preparing a sound budget plan before coming will give some students a chance to stay clear of money, related worries in the first few months.

Of course, along with study related pressures, the UK lifestyle comes with its own set of unexpected challenges. Things like the weather, difference in cultures, study pressure, and eyesick can impact fresh students in their first few weeks. According to Lakshita, quite often, it is the very first month abroad when things are the toughest, as the students not only have to deal with the cold weather but also start to get used to eating new types of food along with different teaching styles.

Part time work is one more very important element of a student's life. Even though a lot of international students earn a living by doing part time jobs, those who are balancing work and studies need to have a lot of discipline and scheduling.

Actually, Lakshita's story teaches one very important lesson for student aspirants: studying in a foreign country is not only about getting a foreign degree it also demands one to be resilient, to do careful planning and to live with the reality of the situation. For those who get ready properly, this can well be one of the most rewarding experiences of their lives.

Any country wanting to turn itself into a global education hub is sooner or later confronted with a crucial question: just how many of the foreign students that study there choose it? And secondly, how ready are its universities to accommodate them? Aside from the other factors, India has decided to work on imprinting itself more strongly on this world academic map.

As part of a much larger scheme to brand India as a globally attractive study destination, through the Study in India programme, the Ministry of Education has set the target to scale up the number of international students enrolling in Indian higher education institutions to two lakh annually by 2030.

Presently India is hosting a relatively limited number of foreign students when compared to top global educational hubs like the United States, the United Kingdom, or Australia. According to the estimation of government officials, around 50, 000 foreign students come to India for higher education every year.

Now the government seeks to increase this number by four times over the next five years, which is an indication of their will to promote Indian universities to the world. The belief of the decision makers is that besides the positive impact on the academic reputation of India, the increasing number of international students will also at the same time allow raising of cultural understanding and research partnerships amongst the campuses.

Preparing Universities for Global StudentsBesides mere promotional campaigns, attracting more international students will require universities across the country to ensure that their campuses are able to support a diverse student population.Officials have started consulting with several institutions including central and state universities to figure out how to get prominent international enrolments.

Those in on the talks include University of Delhi.At the heart of the matter is infrastructural development. The universities are getting the message that in order to create a campus that is friendly to foreign students they will need to increase the number of hostel rooms, continue with international student support services, and upgrade the campus administrative systems.

Role of States in the Expansion Plan

While there will be a few central universities getting the chance to spearhead the initiative, it is quite expected that state governments will be playing a major role in extending capacity for international students.

The issue was discussed during the Chief Secretaries’ Conference in January, where policymakers examined how states could strengthen campus infrastructure and administrative support systems. Since many foreign students are likely to enrol in state universities, improvements in admissions processes, accommodation, and student services will be crucial to the programme’s success.

Foreign University Campuses May Boost Enrolment

Another factor expected to influence international student numbers is the establishment of foreign university campuses in India. Such campuses will also be allowed to admit international students, potentially broadening the range of academic programmes available.

These institutions may introduce new academic collaborations, joint degrees, and research partnerships, making India a more competitive destination in the global higher education market.

Global Outreach Efforts

To support the initiative, the government is preparing international outreach campaigns aimed at students and academic institutions abroad. These efforts may include education fairs, university partnerships, and awareness programmes in different countries to highlight the opportunities available in Indian higher education.

Such strategies are commonly adopted by nations seeking to expand their share of the international student market.

Current International Student Presence

India is already a hub for international students. In a Rajya Sabha meeting, it was revealed that currently more than 72, 000 students from almost 200 countries are studying here. While answering the queries in Parliament, Sukanta Majumdar stated that the administration is keen on expanding its ties with foreign universities and wants to lure more international students to Indian universities. Numbers are just one side of the coin. Usually, the first thing one does while setting up a chart of the international education ecosystem is to set the targets quantitatively. The main problem is that universities are expected to sustain a multicultural student community. Amenities like accommodation, on and off, campus support, culturally, tailored activities as well administrative formalities that are smooth often decide whether international students feel a sense of belonging. In case India manages to raise the number of foreign students to 2 lakhs every year by 2030; it can change the face of Indian universities quite dramatically. The lecture rooms, dormitories, and the research centers might become even more globalized placesat the same time mirroring Indias academic goals and its rising stature in international education.