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In a significant push toward reimagining global education through local solutions, Birla Global University hosted the International Conference on Grassroots and Frugal Innovations in Emerging Economies (GFI 2026) from March 12 to 14, bringing together a diverse coalition of global academicians, policymakers, and entrepreneurs.

At a time when universities everywhere are expected to come up with sustainable and inclusive solutions, the conference really focused on grassroots and frugal innovation as powerful means of linking local issues with global influence. The event held by Birla School of Management's B-Hive, along with international collaborators such as Syracuse University and Mid-West University, illustrated how international academic partnerships are becoming a key factor in the progress of education systems ready for the future.

A highlight of the conference was the rearrangement of a Memorandum of Understanding (MoU) between Birla Global University and Mid-West University that was done in the presence of the gathering. The MoU will mainly facilitate academic collaboration through exchanges of faculty and students, joint research projects, and entrepreneurship development programs - a move that is in line with the growing trend of South Asian institutions setting up regional knowledge networks.

Vice-Chancellor Kulbhushan Balooni during his speech at the opening session highlighted that, India has always been a big innovator at the grassroots level and the country has been leveraging it continuously to solve the problems of the world. Dhruba Kumar Gautam, the Vice-Chancellor of Mid-West University, on the other hand, suggested that there should be a collaboration via platforms through which emerging economies can co-create scalable and sustainable solutions.

The conference was made up of a number of technical sessions that discussed issues like sustainable innovation ecosystems, climate-smart agro-economies, and leveraging grassroots models for inclusive growth, among otherthings that are being gradually recognized as the main focus of global education. These talks indicated the altering role of universities from simple knowledge distributors to innovation hubs that tackle societal problems. In addition to academic discussions, the Idea2Impact Bootcamp and Innovation Showcase were activities through which the students got involved in turning their creative ideas into real business ventures, thereby aligning with the global education trend of learning through practice and entrepreneurship.

Among other top-notch institutes such as the Indian Institute of Management Ahmedabad, the conference attracted a number of leading global scholars and innovators who shared their insights on various topics. Considering the challenges facing universities today such as climate change, widening inequalities, and the rapid pace of technological change, one can conclude from GFI 2026 and the like that the future of global education is in scaling the ideas that are simple, sustainable, and social-impact-driven.

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.