Engineering remains one of the most popular higher education choices among Indian students. Every year, millions of aspirants appear for the Joint Entrance Examination (JEE) hoping to secure a seat at one of India's premier engineering institutions.

However, students who do not make it to their preferred colleges are increasingly exploring opportunities outside India. While the US, UK, Canada and Australia remain popular destinations, several Asian countries offer globally recognised universities and strong engineering programmes.

For students looking to pursue a BTech or equivalent undergraduate engineering degree, Asia can provide an alternative to traditional Western study destinations.

Why consider engineering universities in Asia?

Countries such as Japan, South Korea, China, Singapore and India have developed strong higher education and research ecosystems, particularly in science, technology and engineering.

Several universities in the region have built international reputations for research, innovation, technology and industry partnerships. Asian universities can also offer students exposure to rapidly developing technology markets and diverse academic environments.

Top 10 engineering universities in Asia

Based on the ranking list cited in the source material, the top engineering institutions include:

1. Guizhou University, China

Guizhou University is among China's major higher education institutions and offers programmes across several engineering and technology disciplines.

2. KAIST, South Korea

The Korea Advanced Institute of Science and Technology (KAIST) is one of South Korea's leading institutions for science, technology and engineering education. It is particularly known for research and innovation.

3. National University of Singapore, Singapore

The National University of Singapore (NUS) has a strong international reputation and offers engineering programmes spanning areas such as computing, civil engineering, mechanical engineering and chemical engineering.

4. IIT Bombay, India

The Indian Institute of Technology Bombay (IIT Bombay) is among India's most sought-after engineering institutions. Admission to its undergraduate programmes is primarily through the JEE Advanced route.

5. Nanyang Technological University, Singapore

Nanyang Technological University (NTU) is known for engineering, technology and research. Its engineering school offers programmes across multiple specialisations.

6. The University of Tokyo, Japan

The University of Tokyo is one of Japan's most prestigious universities, with extensive research and academic programmes in engineering and related technological fields.

7. IIT Delhi, India

The Indian Institute of Technology Delhi (IIT Delhi) is another leading Indian engineering institution, offering undergraduate and postgraduate programmes across engineering, technology and interdisciplinary fields.

8. Shanghai Jiao Tong University, China

Shanghai Jiao Tong University is a major research university in China with a strong focus on engineering, technology and scientific research.

9. Peking University, China

Peking University is one of China's leading comprehensive universities and offers programmes and research opportunities in several technology and engineering-related fields.

10. Zhejiang University, China

Zhejiang University is a major Chinese research institution with a wide range of engineering and technology programmes.

Engineering opportunities across Asia

The universities on the list offer programmes across several engineering disciplines, including civil, mechanical, chemical, electrical, computer and software engineering, among others.

For Indian students, choosing an Asian university can offer more than an alternative to studying in the West. It can provide access to major technology and research ecosystems in countries that are increasingly important to the global engineering industry.

However, students should check the latest university-specific rankings, course structure, tuition fees, scholarships, language requirements, admission criteria and recognition of the degree in India before applying.

For students willing to look beyond conventional destinations, Asia offers a broad range of engineering education opportunities without necessarily requiring them to travel to North America or Europe.

The number of Indians travelling abroad for education has declined for the second consecutive year, even as leading Indian higher education institutions are expanding their presence overseas through international campuses.

According to data provided by the Bureau of Immigration (BoI), 6,19,264 Indians declared study or education as their purpose of travel while leaving the country in 2025. The figure was 7,60,060 in 2024 and 8,94,758 in 2023, which was the highest in the five-year period.

The data shows a sharp post-pandemic recovery followed by a sustained decline in student departures.

In 2021, 4,45,580 Indians travelled abroad with study or education as their declared purpose. The number increased to 7,52,100 in 2022 before reaching 8,94,758 in 2023.

The trend reversed in 2024, when student departures fell by around 15% from the previous year. In 2025, the decline became steeper, with departures dropping by approximately 18.5% to 6.19 lakh.

Overall, more than 34.7 lakh Indians declared education as their purpose of overseas travel between 2021 and 2025.

Post-Covid surge gives way to decline

The five-year figures broadly divide into two phases. The first was marked by the reopening of international education after the Covid-19 pandemic, when student mobility surged from 4.46 lakh in 2021 to 7.52 lakh in 2022 and nearly 8.95 lakh in 2023.

The second phase began in 2024, with overseas student departures falling below eight lakh and declining further in 2025.

The latest figure is around 2.76 lakh lower than the 2023 peak. However, it remains approximately 1.74 lakh higher than the 2021 figure.

The government has not attributed the decline to a single factor. The Ministry of Education has said that students' decisions to study abroad depend on several considerations, including affordability, access to finance, exposure to foreign societies and aptitude for a particular field of study.

Annual departures do not represent total students abroad

The number of Indians travelling abroad for education in a particular year should not be confused with the total number of Indian students already pursuing studies overseas.

An earlier government dataset dated January 2025 recorded 18,82,318 Indian students studying abroad. Of these, 12,54,013 were enrolled in universities or other tertiary institutions, while 6,28,305 were studying in schools.

Among university and tertiary-level students, Canada was the largest destination, with 4,27,085 Indian students. The United States followed with 2,55,247, while the United Kingdom had 1,73,190.

Together, the three countries accounted for more than 8.55 lakh Indian students in universities and tertiary institutions in the dataset.

This concentration also means that changes in visa rules, education policies, tuition fees and living costs in major destinations can significantly influence Indian student mobility.

Indian institutes expand overseas

While fewer Indians are travelling abroad for education, Indian higher education institutions are increasingly establishing campuses outside the country.

IIT Madras opened its Zanzibar campus in 2023, followed by IIT Delhi's Abu Dhabi campus in 2024 and IIM Ahmedabad's Dubai campus in 2025.

IIM Ahmedabad's Dubai campus launched a one-year full-time MBA programme in September 2025 and had 35 students.

IIT Madras reported that 35 students had graduated with MTech degrees from its Zanzibar campus, while more than 100 students were enrolled in its BS programmes.

IIT Delhi's Abu Dhabi campus offers nine undergraduate, postgraduate and doctoral programmes and had 171 students during the 2025-26 academic year.

These numbers remain small compared with the millions of Indian students who pursue education overseas. However, the expansion marks a significant shift in India's higher education landscape.

The trend increasingly works in two directions: Indian students continue to seek global education opportunities abroad, while India's leading institutions are beginning to take Indian higher education programmes to international markets.

Hindu students across the United States are campaigning for schools to distinguish the ancient religious swastika from the Nazi Hakenkreuz, arguing that the two symbols have vastly different histories and meanings.

The swastika is a sacred symbol associated with well-being, prosperity and good fortune in Hinduism, Buddhism and Jainism. The Nazi Hakenkreuz, by contrast, became a symbol of Adolf Hitler’s regime, antisemitism and Nazi persecution.

The issue has gained attention after Hindu students encountered situations in which the religious symbol was mistaken for Nazi imagery in schools.

New Jersey Student Takes Campaign to School Board

The campaign of Mira Trivedi, a Hindu student from New Jersey, began after an eighth-grade social studies lesson in which her teacher described the swastika as a hate symbol associated with Hitler.

Trivedi, who had grown up seeing the symbol during Hindu festivals and religious ceremonies, approached her teacher after class to explain its much older religious history.

When she was told that changes to the teaching approach would require intervention from senior officials, Trivedi took the matter to her school administration.

In May 2025, she presented her concerns to her vice principal, principal and school board. Her efforts resulted in the board educating 35 teachers about the distinction between the Hindu swastika and the Nazi symbol.

Trivedi has continued the campaign with other Hindu and Buddhist students, supported by her family. Historical references and family photographs showing the swastika being used during Hindu religious ceremonies were also presented to school authorities.

She has said the campaign is intended not only to protect the meaning of a religious symbol but also to challenge misconceptions and stereotypes surrounding Hinduism.

Maryland Students Help Change School Policy

A similar campaign unfolded in Maryland's Howard County Public School System, where Hindu students Saisha Vyas and Priya Bakshi challenged the district's treatment of the swastika.

Bakshi said she wanted to wear a necklace featuring the religious symbol at school but found that district rules prohibited it.

The students prepared educational material and met with school officials as well as Jewish groups to explain the distinction between the religious swastika and the Nazi Hakenkreuz.

Their campaign contributed to a policy change in February. The district subsequently revised its rules to specifically prohibit the Nazi Hakenkreuz, rather than treating the religious swastika in the same category.

The change affects nearly 50,000 students in the district.

The students have emphasised that recognising the Hindu swastika does not mean minimising the Holocaust or the trauma associated with Nazi imagery. Instead, they argue that schools should consider the historical and cultural context in which a symbol is displayed.

Hindu Families Face Confusion Outside Schools

The confusion has also affected Hindu families and workers outside educational institutions.

Pushpita Prasad, chief communications officer of the Coalition of Hindus of North America, has said some Hindu Americans have been mistaken for neo-Nazis after displaying the swastika for religious purposes.

During the COVID-19 pandemic, religious symbols visible in people's homes during video calls were reportedly misunderstood in some cases, while neighbours have also raised concerns after seeing swastikas displayed during Hindu festivals.

Susan Benesch of the Dangerous Speech Project has described the broader problem as “context collapse”, where the same symbol is interpreted differently depending on cultural and historical context.

Students Seek Greater Cultural Understanding

The campaign has not been without opposition. Trivedi has recalled an incident in which someone drew the Nazi symbol on her notebook and wrote “Nazi” beneath it.

Despite such incidents, the students say they have also received support, including from Jewish peers and groups with whom they have discussed their concerns.

Their argument is that schools can acknowledge the devastating history of Nazi persecution while also teaching students that the swastika predates Nazism by thousands of years and remains an important religious symbol for millions of people.

For the students leading the campaign, the issue is ultimately about context, religious identity and cultural understanding. They hope their efforts will encourage other students to speak up when religious or cultural symbols are misunderstood.

India's global education story is no longer limited to students travelling abroad. Indian education companies are increasingly taking internationally recognised learning opportunities to students and professionals across borders. Kerala-based Edubex Learning is among the edtech companies building this new model of global education through AI-enabled learning, international university partnerships and career-focused programmes.

Founded in 2020, Edubex has grown from a small education initiative into an international education provider with more than 10,000 learners and 1,000+ graduates. Its portfolio now includes 200+ programmes covering undergraduate and postgraduate education, professional diplomas, executive education, artificial intelligence, business management, healthcare, logistics, digital technologies and workforce development.

Edubex Takes Indian EdTech to Global Markets

As demand for flexible and internationally recognised education grows, Edubex is expanding its presence across Africa, the UK, the Middle East, Asia and other international markets.

The company aims to connect learners with global qualifications without requiring them to relocate for education. Its model combines internationally aligned curricula, technology-enabled learning and personalised academic mentoring.

Edubex's academic partnerships include UCAM (Universidad Católica San Antonio de Murcia) in Spain, the Chartered Management Institute (CMI) in the UK and the Scottish Qualifications Authority (SQA), alongside other international academic institutions and awarding organisations.

These collaborations are designed to give students and working professionals access to globally recognised qualifications while studying from their home countries.

AI-Powered Learning for the Future Workforce

Artificial intelligence is changing the skills employers look for, making continuous learning increasingly important for professionals.

Edubex has incorporated AI-enabled learning into its education ecosystem to support personalised learning, academic assistance, digital collaboration and career-oriented education.

Its programme portfolio includes courses in Artificial Intelligence, Data Science, Digital Transformation, Project Management, Business Leadership, Healthcare Management, Supply Chain Management and Logistics, among other emerging fields.

The company says technology is intended to complement rather than replace human mentoring. Learners continue to receive academic guidance while using digital tools to make their learning experience more flexible and personalised.

Affordable International Education for Students and Professionals

Cost remains one of the biggest barriers to accessing international education. Edubex is addressing this challenge through flexible payment options aimed at students as well as working professionals.

The approach allows learners to pursue internationally accredited programmes while managing employment, family commitments and other financial responsibilities.

For professionals seeking career advancement, upskilling and international qualifications, flexible online education can provide an alternative to traditional full-time study.

Edubex Strengthens Presence Across Africa

Africa has emerged as an important market for international education, supported by a young population, rapid digital adoption and growing demand for professional skills.

Edubex has established a presence in countries including Namibia, South Africa, Botswana, Ghana, Nigeria, Sierra Leone, Lesotho and Zambia.

Its learners come from diverse sectors, including education, healthcare, finance, logistics, entrepreneurship, technology and public administration.

The company recently marked the graduation of more than 1,000 learners. According to Edubex, several graduates have progressed into leadership roles, launched businesses or gained opportunities with multinational organisations.

Supporting the Indian Diaspora Through Global Education

Indian professionals are present across major global industries, from healthcare and engineering to technology, education and business.

As international labour markets become increasingly skills-driven, lifelong learning and globally recognised qualifications are becoming important tools for career development.

Edubex aims to support the Indian diaspora by providing access to international education and workforce-focused programmes that can help professionals strengthen their skills while remaining connected to their careers and communities.

The company's broader vision also links education with global mobility, knowledge exchange and economic development.

What Lies Ahead for Edubex?

The global education sector is undergoing a major transformation as online learning, artificial intelligence and international academic partnerships reshape how people acquire qualifications and professional skills.

Edubex says it plans to continue investing in AI-enabled education, academic innovation, international university partnerships and industry-relevant curricula.

The company also plans to engage with universities, policymakers, employers and international education stakeholders through global initiatives and industry forums, including the forthcoming Diaspora Economic Forum (DEF) 2026.

For India, the expansion of companies such as Edubex represents a broader shift: the country is increasingly positioning itself not only as a destination for international students but also as an exporter of education, skills, technology and talent.

As demand for flexible and globally relevant education continues to rise, Edubex's expansion reflects how Indian edtech companies are seeking to build a stronger presence in the international education market.

About Edubex Learning

Edubex Learning is an Indian global edtech company headquartered in Kerala. Established in 2020, the company provides higher education and professional learning opportunities to students and professionals across Africa, Asia, the Middle East, Europe and other global markets.

With more than 10,000 learners, 1,000+ graduates and 200+ programmes, Edubex offers undergraduate and postgraduate degrees, professional diplomas, executive education, AI and digital technology programmes, workforce development courses and industry-focused qualifications.

Its international academic collaborations include UCAM in Spain, the Chartered Management Institute in the United Kingdom and the Scottish Qualifications Authority, among other academic partners.

Website: Edubex.com

Jason Arday, a sociology professor at the University of Cambridge, has resigned from his position following allegations of plagiarism and renewed scrutiny over his academic credentials. The resignation takes effect immediately, with the university confirming that fresh investigations have been launched into multiple aspects of his academic career.

Arday announced his decision in a statement published on the Good Law Project website, saying the intense public scrutiny had taken a significant personal toll.

"The relentless accusations, speculation and public commentary have taken a profound toll on me and on those I love," he said.

Cambridge Launches Fresh Investigation

The University of Cambridge confirmed that it has opened a new investigation after receiving what it described as "new information" concerning Arday's academic qualifications and honorary appointments.

In addition to examining his credentials, the university is also reviewing separate complaints related to alleged academic misconduct under its research misconduct policy.

A university spokesperson said the investigation is ongoing and declined to comment further while the inquiry is underway.

Meanwhile, Jesus College, where Arday served as a fellow, has also announced a parallel investigation into the matter.

Questions Over Qualifications and Public Claims

The latest scrutiny extends beyond plagiarism allegations.

According to reports, investigators are examining claims made in Arday's biographies regarding visiting fellowships and honorary appointments at several institutions.

One such claim involved Ohio State University, which has reportedly denied that Arday held a visiting fellowship there.

Questions have also been raised about other public statements, including claims that he completed 30 marathons in 35 days and raised £5 million for charity, prompting further examination of his professional profile.

Previous Plagiarism Allegations

This is not the first time Arday has faced allegations of academic misconduct.

Earlier concerns centred on his doctoral thesis awarded by Liverpool John Moores University. However, that institution investigated the matter and concluded that any issues resulted from "honest and reasonable error," dismissing allegations of deliberate plagiarism.

The latest investigation by Cambridge is separate and follows the emergence of new information.

A Landmark Academic Career

At the age of 37, Arday became the youngest Black professor at the University of Cambridge in 2023, specialising in the sociology of education.

His appointment attracted international attention not only because of his academic achievements but also due to his personal journey. Arday has spoken publicly about being diagnosed with autism as a child, explaining that he did not speak until the age of 11 and only learned to read and write at 18.

After completing his PhD in 2015, he held academic positions at Leeds Beckett University, Roehampton University, and the University of Glasgow before joining Cambridge.

Investigation Continues

The University of Cambridge has stated that it will continue its investigation into the allegations surrounding Arday's academic qualifications and research conduct before making any further announcements.

The case has drawn significant attention within higher education, highlighting the importance of academic integrity, transparent credentials, and rigorous institutional review processes in maintaining trust in universities and scholarly research.

In a major boost to the internationalisation of higher education, the University Grants Commission has granted 16 Letters of Intent (LoIs) to 15 Foreign Higher Educational Institutions (FHEIs), enabling them to establish campuses in India under the UGC (Setting up and Operation of Campuses of Foreign Higher Educational Institutions in India) Regulations, 2023.

The announcement was made by Sukanta Majumdar in a written reply in the Lok Sabha, highlighting the government's efforts to provide Indian students with access to globally recognised education without requiring them to study abroad.

Campuses Planned Across Five Major Cities

According to the Ministry of Education, the approved foreign universities plan to establish campuses in:

• Bengaluru
• Greater Noida
• Gurugram
• Mumbai
• Chennai

These campuses are expected to offer students the opportunity to earn internationally recognised degrees while studying in India, reducing the financial and logistical barriers associated with overseas education.

Courses in Emerging and High-Demand Fields

The proposed campuses intend to offer programmes across several future-focused disciplines, including:

• Artificial Intelligence (AI)
• Data Science
• Cybersecurity
• Software Engineering
• Business Administration
• Economics
• Accounting
• Finance
• Entrepreneurship
• Innovation
• Game Design
• Biomedical Sciences

The programmes have been designed to align with evolving global academic standards and the growing demand for skilled professionals in technology, business, healthcare, and innovation-driven industries.

Strict Regulatory Framework

All foreign university campuses will operate under the UGC Regulations, 2023, which establish quality benchmarks for international institutions entering the Indian higher education ecosystem.

The regulations require that:

• The quality of education offered in India must be equivalent to that provided at the parent university abroad.
• Institutions comply with all applicable Indian laws and regulatory requirements.
• Academic, administrative, and governance standards remain consistent with international best practices.

Only Top-Ranked Universities Eligible

To ensure quality, only foreign universities ranked among the world's top 500 institutions are eligible to establish campuses in India under the UGC framework.

Applicants are also required to submit:

• Latest accreditation reports.
• Quality assurance certifications from recognised international bodies.

Each proposal is examined by a high-powered Standing Committee, which evaluates applications before recommending them to the UGC for in-principle approval through the issuance of a Letter of Intent (LoI).

Single-Window Clearance System

To simplify the approval process, the UGC has introduced a single-window clearance mechanism for foreign higher education institutions.

In addition, the Government constituted a Facilitation Committee for Foreign Higher Educational Institutions on December 16, 2025, to assist approved universities after the issuance of the LoI.

The committee supports institutions in matters relating to:

• Campus establishment.
• Academic planning.
• Financial management.
• Governance and regulatory compliance.

Degrees to Be Recognised in India

One of the most significant features of the new framework is that degrees awarded by these foreign university campuses in India will be treated as equivalent to corresponding qualifications awarded by Indian higher education institutions.

This means graduates will not be required to obtain a separate equivalence certificate from any authority for recognition of their qualifications, making it easier to pursue higher studies, competitive examinations, or employment opportunities within India.

Advancing Internationalisation of Indian Higher Education

The approval of 15 foreign universities marks another step towards implementing the internationalisation goals outlined in the National Education Policy (NEP) 2020. By enabling globally reputed universities to operate in India, the initiative seeks to expand access to world-class education, promote academic collaboration, strengthen research partnerships, and provide Indian students with internationally recognised qualifications at a significantly lower cost than studying overseas.

The move is also expected to enhance India's position as a global education destination while creating new opportunities for students in emerging fields such as AI, cybersecurity, software engineering, business, entrepreneurship, and biomedical sciences.