Research on the internationalization of higher education is high on the agenda of universities. Since the COVID-19 pandemic, the sense that research can be preventive for health issues and binding for development in the face of common problems of major social, economic and technological impact has been recovered (Li et al.,2024). Research and practice in recent two decades have trends in institutional decision making and curriculum development. Thus, the internationalization of research is encouraged to disengage us from colonial approaches and rather open the opportunity to elaborate our own contextualized research stance for diverse forms of research across nations (Tran et al., 2023).

The research explores the internationalization of higher education policies across different nations, focusing on a comparative analysis of strategies and best practices. Special attention is given to India’s National Education Policy (NEP) 2020 and its global positioning. The paper integrates policy frameworks, case studies, and statistical trends with graphical visualizations to present a holistic view of global higher education internationalization.

Education systems are changing quickly in the linked world of today as a result of internationalization and globalization. Increased student mobility, worldwide research projects, cross-border academic partnerships, and the implementation of internationally recognized curricula are characteristics of this shift. These advancements must put inclusivity first, particularly for indigenous communities, who have historically been left out of the mainstream of educational advancement, even as they want to improve educational levels and competitiveness. Indigenous groups varied sociocultural and linguistic realities are often overlooked when the internationalization of education is linked to metropolitan, elite institutions. Context-specific educational changes are necessary in nations like India, where Scheduled Tribes (STs) make up a sizable section of the population. Ignoring tribal viewpoints in international education plans runs the risk of exacerbating already-existing disparities and further marginalizing indigenous students.

Education is a powerful tool that is carefully and efficiently crafted influence exercised by a matured person (teacher) to the immature student by teaching and correction. It covers the overall development of human being like aesthetic, emotional, intellectual, physical, social, and spiritual. The role of a teacher in nation-building demands them to fulfill their role with a sense of devotion and dedication towards Internationalization of Education. The role of a teacher is significant and unavoidable in shaping the future of the students and through them the destiny of the nation. Competence in teaching involves presentation skills as well as adequate knowledge and a high level of conceptualizations. Self-efficacy of a teacher is a strong trust and belief in the teacher’s proficiency in executing the control over other’s behavior, emotions, passions, intellectual, and thinking over the social and personal background. An effective and potential teacher with efficacy has faith in his capability to create a remarkable change in the students’ thought process and executes the teachings according to the strong belief. Consequently, a teacher with self-efficacy attains the anticipated learning outcomes and transforming internationalization of education. This study observed that self-efficacy influences in transforming the teaching competency of Prospective teachers on Internationalization of Education. There is a significant factor with positive loading of the variables. The factor for the study has been identified as Human Class Management. It is included the Human Relations Skill, Presentation of subject matter, and Classroom management at international level. The findings of the present study will help the Prospective teachers to identify their teaching competency on transforming internationalization of education. This will lead them to enhance their students’ capability by giving proper motivation, intellectual development, efficacy, and a learning environment with teaching potentiality.

The internationalization of Indian education presents a unique opportunity to share India's rich intellectual, cultural, and scientific heritage with the world while embracing global advancements. This paper explores the integration of Indian knowledge systems—including Vedic literature, Yoga, Ayurveda, mathematics, music, and architecture—into international academic frameworks. It highlights the perspectives of Indian thinkers like Swami Vivekananda, Rabindranath Tagore, and Mahatma Gandhi, alongside Western scholars such as John Dewey and Paulo Freire, to establish a balanced approach to global education. The paper discusses the symbiotic relationship between globalization and internationalization, emphasizing how India's ancient wisdom can complement modern scientific and educational paradigms. Key areas of focus include the internationalization of Indian philosophy, Yoga and meditation techniques, Ayurveda, Indian mathematics, temple architecture, Buddhist teachings, and Gandhian and Tagorean educational models. It also explores how Indian food, cave art, and spiritual teachings can contribute to global well-being and cultural enrichment. By fostering cross-border collaborations, digital learning platforms, and structured academic programs, India can play a crucial role in shaping a more enlightened, sustainable, and value-driven global society. The paper advocates for a strategic and ethical approach to internationalizing Indian education, ensuring that indigenous knowledge is preserved while contributing to global academic excellence. In alignment with the Vedic principle "Vasudhaiva Kutumbakam" (The world is one family), this effort aims to promote universal knowledge exchange, intercultural harmony, and holistic development for a better future.

The incorporation of global, intercultural, and international elements into educational practices, functions, and goals is known as the internationalization of education. It is becoming an increasingly important component of contemporary educational systems. In addition to encouraging teacher and student mobility, it also involves developing cross-border partnerships, international academic collaborations, and the growth of global educational networks. Internationalization has great potential to raise academic standards, foster international collaborations, and establish India as a major centre for international education, given its rich and varied higher education system. Nevertheless, several obstacles hinder India's educational system from smoothly internationalizing, despite the potential advantages. These challenges include regulatory and policy barriers, infrastructure shortcomings, academic quality disparities among universities, a lack of international research collaborations, and insufficient support for international students. Financial limitations and administrative roadblocks further exacerbate the issue. This conceptual paper explores the importance of internationalizing education in India, evaluates the current state of internationalization, and identifies the main obstacles to progress. In addition to analysing these challenges, the paper offers practical solutions that can help overcome them and expedite the internationalization of Indian higher education. These solutions include regulatory changes, infrastructure upgrades, expanded international partnerships, and enhanced financial support networks. Ultimately, this paper provides a framework for successfully advancing this critical process in India and aims to deepen awareness of the complex relationship between internationalization and education in the country.

India, the world’s largest democracy, has a rich historical legacy in education. Ancient centres of learning such as Takshashila and Nalanda once attracted scholars from across the globe, symbolizing India's early engagement with internationalized education. However, the contemporary educational landscape in India is shaped not only by its aspirations for global integration but also by enduring social hierarchies rooted in the caste system and other forms of structural marginalization. Marginalized sections of Indian society comprising Scheduled Castes (Dalits), Scheduled Tribes (Adivasis), religious minorities, women, persons with disabilities, and the LGBTQ+ community continue to face systemic barriers in accessing quality education, thereby hindering their participation in the process of internationalization and broader national transformation.

The internationalization of education in India holds significant potential to enhance the quality of higher education, promote global collaboration, and improve research output. India's National Education Policy (NEP) 2020 has highlighted the need to engage with global academic institutions and encourage student and faculty mobility. However, the process of transforming India’s education sector through internationalization presents several challenges. These include policy and regulatory hurdles, such as unclear guidelines and complex approval processes, as well as financial barriers, including high costs and limited access to scholarships. Institutional challenges, such as inadequate infrastructure, shortage of qualified faculty, and uneven distribution of resources, further complicate the process. Additionally, cultural and social resistance, including apprehensions about Western influence and language barriers, create obstacles in adopting global educational models. Addressing these issues requires a comprehensive strategy involving policy reforms, increased funding, capacity building, and fostering a globally inclusive academic environment.

This study assesses the statistical skills of postgraduate students in Indore, with a focus on the influence of technology in educational research, the main objective of the study is to compare the mean score by using various dimensions of statistics in post graduate students. A Statistical Competency Test was administered to 88postgraduate students, in Indore district, Statistical Competency Test developed by Dr.Punita Govil, Mamun Ali Naji Qasem and Swati Gupta Validation by researcher was used to collect the data. The finding revealed that postgraduate students score is that their scores fell below the low achievement threshold. This suggests that postgraduate students require training in technologies to enhance their statistical skills and stay competitive. This can be concluded that students who have completed their post graduation are weak in research skill, computer skill and statistical skill therefore the integration of Statistics and technology has a positive effect on postgraduate students learning outcomes.

It is the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable. While no consensual definition of Artificial Intelligence (AI) exists, AI is broadly characterized as the study of computations that allow for perceptions reason and action. Today, the amount of data is more so for a human it is not possible to make decision fast and in minutes so here AI plays a crucial role .AI not only helps in complex problem solving but makes our day to day life easier and efficient. It is broadly growing in every field This paper examines features of artificial Intelligence, introduction, definitions of AI, history, applications, growth and achievements.

India’s aspiration to emerge as a global education hub through the internationalization of its education system, as outlined in the National Education Policy (NEP) 2020, represents a significant step toward global academic integration. However, this transformation is impeded by the socio-economic disparities faced by the country’s marginalized sections—including Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), religious minorities, and economically weaker sections. This paper explores how entrenched socio-economic inequalities restrict access to global educational opportunities for these communities, creating structural barriers to equity in internationalization. Using a mixed-methods approach comprising primary data (surveys and interviews with students from marginalized backgrounds) and secondary data (government reports, scholarly articles, and institutional reviews), the study highlights key challenges such as financial constraints, digital divides, lack of cultural capital, limited institutional support, and systemic discrimination. The findings reveal that internationalization efforts currently cater predominantly to privileged groups, risking the further marginalization of vulnerable populations unless corrective, inclusive policies are enforced. The paper concludes by recommending targeted scholarships, mentorship programs, digital infrastructure development, policy reforms, and affirmative action measures to ensure that the benefits of global education are equitably distributed. Only by integrating social justice into its internationalization strategy can India truly transform its education system and position itself as a globally inclusive knowledge economy.

This study examines the complex role of media in facilitating dialogical learning for high school students in Grades XI and XII, revealing its potential to enhance both academic and social competencies. Social media, in particular, helps bridge formal and informal learning contexts, supporting student interest and group collaboration. However, potential drawbacks include issues such as distraction, reduced productivity, and risks to mental well-being. The findings indicate that, with careful integration, media can support dialogical learning, enriching students’ critical thinking, resource accessibility, and dialogical engagement. This balance between traditional methods and media tools ultimately contributes to a dynamic, interaction-driven educational experience that enhances both academic understanding and social skills.

The advent of Artificial Intelligence (AI) is transforming global education paradigms by dissolving traditional barriers and enabling new dimensions of learning. This article explores the pivotal role AI plays in the internationalization of education by enhancing multilingual access, fostering cultural inclusivity, and optimizing institutional collaboration. From real-time language translation and personalized learning environments to AI-powered student support systems and virtual exchange programs, this paper delves into real-world examples and evidence-based insights that illustrate how AI is not only reshaping but also democratizing education across borders. The article concludes with a reflection on ethical concerns and the future trajectory of AI in global academia.

The internationalization of education has transformed learning systems worldwide, fostering academic mobility, cross-border collaborations, and globally recognized curricula. However, while India embraces these changes, significant disparities persist in women's access to quality education, particularly in the context of internationalization. Despite progressive policies and global commitments to gender equality, structural, cultural, and economic barriers continue to hinder women’s participation in internationalized education systems. India has made notable progress in female literacy, with enrollment rates improving at primary and secondary levels (UNESCO, 2022). Yet, higher education and global academic opportunities remain disproportionately inaccessible to women, especially from rural and marginalized communities. The internationalization of education, often centered on urban elite institutions, risks exacerbating gender inequalities if not consciously designed to be inclusive. This paper examines the key challenges women face in India’s internationalization of education, analyzing socio-cultural constraints, economic barriers, digital divides, and policy gaps. It argues that without gender-responsive strategies, internationalization may reinforce existing disparities rather than bridge them.

This research paper was aimed at exploring the critical intersection between women's empowerment and the internationalization of education within the Indian context. With the introduction of the National Education Policy (NEP) 2020, transformative reforms were undertaken by India to establish an inclusive, globally competitive, and equitable educational ecosystem. A key aspect of this transformation was placed on internationalization, which was characterized by cross-border academic collaborations, exchange programs, digital platforms, global curriculum integration, and increased access to international scholarships.The manner in which international educational strategies directly and indirectly empowered women was investigated by the paper. This empowerment was realized through enhanced academic exposure, leadership development, economic opportunities, and socio-cultural agency. Through data analysis, case studies, and survey results, both the opportunities and barriers encountered by women in accessing global education were identified. Policy-level and institutional recommendations were also provided to bridge these gaps.By connections being drawn between educational globalization and gender equity, the broader discourse on inclusive development and national transformation was contributed to. The findings highlighted that women’s empowerment through internationalized education was seen as essential not only for individual growth but also for achieving sustainable development and societal progress in India.

As the world becomes increasingly interconnected, international education has emerged as a critical tool for sustainable development, particularly in emerging economies like India. With over 6 million students studying abroad globally in 2023—a figure expected to reach 7 million by 2030 (UNESCO, 2023)—international academic mobility and cross-border collaborations are reshaping higher education systems worldwide. Despite possessing the world’s third-largest higher education network, India hosted only 48,035 international students in 2021–22 (AISHE, 2023), indicating a significant gap in its global educational presence. This paper explores the transformative role of international education in achieving sustainable development in India. It highlights how global educational partnerships, research collaborations, and student mobility contribute to economic growth, social inclusion, and environmental sustainability. The paper examines India's current position within the global education landscape and suggests pathways for leveraging international education to foster innovation, enhance workforce skills, and promote sustainable practices. By aligning the National Education Policy 2020 with the United Nations Sustainable Development Goals (SDGs), the paper advocates for India’s transformation into an education hub that drives sustainable development through cross-border academic exchanges and global partnerships.

The present endeavour explores Vikasit Bharath's concept and its synergistic relationship with open and distance learning in an attempt to globalise the education. ODL is necessary for assuring that everyone has access to high-quality education, thus helping India to reach its objectives of Vikasit Bharat and educational globalisation. The ODL platform offers flexible, reasonably priced, individually paced education by using modern digital technologies including e-learning platforms, digital media, virtual classrooms, self-learning materials, and others, so closing the accessibility gap for working women, rural students, and people with physical disabilities. Apart from providing many students with a sustainable educational experience, ODL is beyond physical infrastructure limits. Though ongoing issues like the digital divide and quality control persist, innovative initiatives by governments, improvements to digital infrastructure, and intra- and corporate partnerships at the national and international levels may serve to address ODL education. The ODL's initiatives to transform education using academic skills and competencies, development trends, adaptable dissemination strategies, contact sessions with self-study packages, and other teaching-learning tools will be addressed in this paper. Increasing access to inclusive, skill-oriented, lifelong education would help to link the worldwide educational ecosystem greatly as India moves to a knowledge-based economy.

Global Citizenship Education (GCE) has gained importance in secondary education, driven by the imperatives of internationalization and the Sustainable Development Goals (SDG 4.7). However, its practical integration remains limited and inconsistent across school systems. This study examines the challenges and curriculum gaps that hinder effective GCE adoption. Drawing from UNESCO reports, OECD’s PISA assessments, and global research, the findings reveal that GCE is often superficially integrated into curricula. For example, a study of 57 textbooks in Jordan showed minimal representation of global citizenship themes, with local civic content predominating. UNESCO’s 6th Consultation Report indicates that only 25% of countries fully embed GCE in pre-service teacher education, with the Asia-Pacific region having the highest percentage (23%) of countries without integration. OECD data highlights disparities in global awareness, with students from wealthier backgrounds showing greater understanding, pointing to inequities in GCE access. Additionally, many teachers lack the training and confidence to implement GCE using culturally responsive pedagogies. This paper argues that overcoming these barriers requires a multifaceted approach, including integrating GCE into curricula, enhancing teacher education, adopting inclusive teaching methods, and promoting equity-driven practices. Addressing these challenges is essential to realize the goal of nurturing critically aware, responsible global citizens.

Parental education, occupation, and income have a major impact on students' academic achievement as they outline access to resources, learning environments, and educational goals. Together, these socioeconomic elements support the growth of both cognitive and non-cognitive abilities, which is why they are so important in determining child’s academic journey. The present study aimed at finding out socioeconomic roots of academic achievement by analysing impact of parental education, occupation and income on the academic achievement of secondary school students. The sample consisted of 643 secondary school students from various schools of Greater Mumbai. The results of the present study revealed that there is a significant difference in the academic achievement of secondary school students on the basis of their parent’s (mother’s and father’s) education, occupation and income. Study concluded that students having highly educated parents performs better academically as compared to the student having uneducated parents, students having highly placed (professionals) parents performs better academically as compared to the students having unemployed parents and students having high income earning parents perform better academically as compared to the students having low income earning parents. For internationalization to be successful, internal educational disparities must be addressed. Disparities in academic performance are caused by a variety of factors, including parental occupation, education, income, and socioeconomic status. To transform India, we must first enact policies that fortify the foundation before we globalize the educational system.

Globalisation has significantly influenced education systems worldwide, promoting cross-border collaborations, research advancements, knowledge exchange and international mobility. In this context, India's National Education Policy (NEP) 2020 introduces a visionary roadmap to align Indian education with global standards. This study explores how NEP 2020 facilitates the internationalization of Indian higher education through multidisciplinary learning, research excellence, digital integration, and global partnerships. It also examines key challenges such as regulatory barriers, infrastructure development, and affordability in achieving these goals. Based on secondary data analysis, this research highlights the potential of NEP 2020 to position India as a global education hub while preserving its cultural and academic heritage. The study concludes that while NEP 2020 lays a strong foundation, continuous policy refinements and strategic investments are essential for effective implementation and long-term global competitiveness.

Jawaharlal Nehru’s vision for education was a cornerstone of India’s development after independence. He viewed education as a tool for national progress, advocating for a focus on scientific temper, innovation, and democracy. His establishment of key institutions like the Indian Institutes of Technology (IITs) played a significant role in shaping India’s scientific and technological landscape. Nehru's belief in education as a national service aligns with contemporary efforts to reduce inequalities and create a more just society. Through his speeches and actions, Nehru consistently emphasized the importance of creating an educational system that nurtured critical thinking, technical skills, and an enlightened citizenry. His efforts in promoting education for all were foundational in shaping India’s post-independence policies, ensuring that education became a tool for both social and economic empowerment. In his words, "Education is a powerful weapon, and it is essential for both individual and national development," reflecting his commitment to education as a vital instrument of change. It Is an elaborated section on the internationalization of the Panchsheel Principles,this section will cover their historical context, evolution in international diplomacy, and relevance to education and socioeconomic policies in India. The Five Principles of Peaceful Coexistence, commonly known as Panchsheel, were introduced as a diplomatic framework between India and China in 1954. These principles were formalized in the Agreement on Trade and Intercourse between the Tibet Region of China and India, signed in Beijing on April 29, 1954.

In the rapidly evolving global economy, mathematics serves as a foundational pillar for technological innovation, economic growth, and societal advancement. India's National Education Policy (NEP) 2020 underscores the critical role of mathematics education in equipping students with essential skills to navigate 21st-century challenges. This research examines the current state of mathematics education in India, identifies prevailing challenges, and explores their implications for national stability and development. Employing a mixed-methods approach, the study integrates quantitative data from national assessments and qualitative insights from educators and policymakers. Findings reveal significant disparities in mathematics achievement across different educational levels, underscoring the need for curriculum reforms, enhanced teacher training, and the integration of technology in pedagogy. The study advocates for strategic interventions to strengthen mathematics education, thereby fostering a skilled workforce capable of contributing to India's socio-economic development in the global market.

This study explores how Information and Communication Technology (ICT) plays a pivotal role in transforming India’s education system, particularly in the context of internationalization. A mixed-method research design was employed to assess the impact of a workshop titled “Digital Competencies in Online Teaching” conducted for B.Ed. student-teachers. The study evaluates the workshop's influence on enhancing digital fluency, with broader implications for India’s global educational competitiveness. Quantitative findings showed high proficiency development, while qualitative insights reflected hands-on engagement and relevance to real-life teaching. The outcomes underscore ICT’s transformation potential in preparing globally competent educators, aligning with India's educational internationalization goals.

As the global education landscape undergoes rapid transformation, the challenge for nations like India is to internationalize education while retaining indigenous ethical foundations. NEP 2020 recognizes the importance of both "internationalization at home" and the integration of Indian Knowledge Systems (IKS). This chapter investigates how teachers in India perceive and practice core human values—Truth, Righteousness, Peace, Love, and Non-Violence—within a global educational framework. Using a mixed-method survey grounded in Bloom's Taxonomy, data were collected from 150 teachers across ten Indian states. The study reveals that while teachers have a strong awareness of human values, their readiness to apply, evaluate, and innovate value-based pedagogy within an internationalized context remains limited. The chapter advocates for systemic reforms in teacher training, curriculum design, and policy orientation to enable Indian educators to become ambassadors of global citizenship rooted in local values.

The internationalization of education has emerged as a significant driver for global competitiveness, knowledge sharing, and sustainable development. In India, the potential for leveraging international educational practices and collaborations is immense. However, the benefits of this transformative process are not equitably distributed due to the prevailing digital divide. This paper explores the digital divide as a critical impediment to the internationalization of education in India. It discusses the concept and dimensions of the digital divide, the status of international education in India, and how digital inequity hampers access, participation, and outcomes in globally integrated learning environments. Drawing on policy documents, statistical data, and case studies, this paper provides an analytical perspective on the socio-economic, infrastructural, and gender-based disparities influencing digital access. It incorporates an examination of institutional frameworks and cultural dimensions affecting technology use in education. Finally, it proposes recommendations for policy reform, technological investments, and inclusive strategies to bridge the digital divide, thereby ensuring that India can fully harness the potential of international education in its path toward transformation.

India possesses one of the largest and most diverse higher education systems globally, with over 1,100 universities and 45,000 colleges. Since independence, it has significantly expanded access through a mix of central, state, deemed, and open universities, along with specialized institutions. In the context of globalization, India’s engagement with the World Trade Organization (WTO) and the General Agreement on Trade in Services (GATS) has positioned education as a tradable service. Indian institutions now actively participate in all four GATS modes—online learning, student mobility, international partnerships, and faculty exchange—enabling increased academic mobility, global visibility, and cross-border collaboration. The internationalization of education presents vast opportunities for India, from strengthening academic quality and research networks to enhancing cultural exchange and global readiness among students. However, these prospects are tempered by challenges such as policy gaps, limited regulatory flexibility, and infrastructural constraints. To stay globally competitive, India must embrace institutional innovation, reduce bureaucratic hurdles, and align curricula with international labor market needs. With strategic reforms and investment, India can build a globally relevant education system that empowers its youth to thrive in a rapidly evolving, interconnected world.

This study explores the integration of Indian Knowledge Systems (IKS) into middle school science learning within the framework of NEP 2020. Conducted with Grade VIII CBSE students in New Delhi, the quasi-experimental research investigates the impact of IKS-based interventions on students’ curiosity levels. Findings reveal significant improvement in the experimental group, validating the pedagogical value of IKS. The study underscores how local knowledge can contribute to globally relevant, culturally rooted education — a cornerstone of India’s internationalisation vision under NEP 2020.

The National Education Policy (NEP) 2020 was introduced as a landmark reform in India’s education sector, aimed at transforming the nation into a global knowledge superpower. A cornerstone of this transformation is the policy’s strong emphasis on the internationalization of education. This paper critically examined the implications, execution, and outcomes of internationalization efforts under NEP 2020. Through a mixed-methods approach that incorporated primary data via structured questionnaires and secondary data from institutional reports and NEP documentation, the research assessed institutional readiness, foreign collaborations, faculty exchange programs, and student mobility. Case studies from five prominent Indian institutions provided insights into the varying degrees of engagement and success in implementing international initiatives. The findings highlighted a positive trend toward academic globalization, particularly among private and autonomous institutions. However, notable challenges—such as regulatory complexities, lack of trained personnel, and financial limitations—were identified. The study concluded that while NEP 2020 has set a progressive trajectory, continued investments in infrastructure, policy refinement, and equitable access will be vital to sustaining and scaling internationalization. Recommendations were proposed to bridge the urban-rural divide in educational opportunities and to position India as a preferred international education destination.

The internationalization of education is increasingly being adopted as a strategic goal by many countries to enhance academic quality, foster global collaboration, and promote cross-cultural understanding. In India, the National Education Policy (NEP) 2020 emphasizes internationalization as a key reform agenda. However, the path to achieving this vision is riddled with challenges. This conceptual paper aims to analyse the key issues and challenges associated with the internationalization of education in India, especially within higher education. Drawing upon global definitions, policy discourse, and contextual realities, this study offers a reflective analysis of institutional, structural, and socio-cultural barriers. The paper concludes with recommendations for addressing these challenges through inclusive, sustainable, and context-sensitive strategies.

The internationalization of education is emerging as a powerful strategy to transform India into a globally competitive knowledge economy. This conceptual article explores the strategic imperatives, challenges, and actionable pathways to integrate international dimensions into Indian higher education. Drawing on national initiatives like the NEP 2020 and global best practices, the article outlines policy reforms, academic partnerships, digital innovations, and capacity-building strategies essential for successful internationalization. It highlights real-world examples of collaborative research, faculty and student mobility, and institutional branding. The article concludes by emphasizing how internationalization enhances employability, fosters innovation, and contributes to national development through global engagement in education. This synthesis provides a roadmap for stakeholders aiming to make Indian education future-ready, inclusive, and globally relevant.

The internationalization of education plays a critical role in shaping the future of global learning and collaboration. It provides students with opportunities to become global citizens, opens pathways for academic and professional growth, and strengthens the educational ties between countries. By overcoming challenges and promoting inclusivity, internationalization can foster a more interconnected, diverse, and innovative educational environment. ICT has revolutionized India's education system by facilitating its internationalization. From offering access to global resources and enhancing the quality of teaching to fostering collaboration and creating opportunities for global networking, ICT is playing a transformative role in expanding educational horizons for Indian students and institutions. By embracing technology, India can continue to build stronger connections with the global educational community, offering its students a competitive edge in an interconnected world.

The National Education Policy (NEP) 2020 represents a paradigm shift in the Indian higher education landscape, placing significant emphasis on internationalization. This research paper explores the multifaceted dimensions of internationalization envisioned by NEP 2020, its potential impact on the Indian higher education system, and the strategies for effective implementation. By analyzing the policy framework and drawing upon existing literature by Indian authors, this paper examines the objectives, opportunities, challenges, and potential outcomes of integrating an international dimension into Indian higher education. It delves into key aspects such as the establishment of foreign university campuses in India, collaborations between Indian and foreign institutions, student and faculty mobility, and the promotion of India as a global study destination. The paper concludes by highlighting the critical factors for successful internationalization under NEP 2020, paving the way for India to emerge as a global knowledge hub.

The internationalization of education has become a defining trend in the global academic landscape, driven by globalization, advancements in communication technologies, and the demand for cross-cultural competencies. While it offers numerous benefits such as academic collaboration, cultural exchange, and improved global rankings, the process also presents significant challenges. These include disparities in resource allocation, cultural and language barriers, quality assurance issues, and concerns over brain drain and commercialization of education. This paper explores the multifaceted issues and challenges associated with the internationalization of education, providing a critical analysis of its impact on institutions, educators, and students globally. The internationalization of education has become a defining trend in global higher education, aimed at enhancing academic quality, fostering cross-cultural understanding, and promoting global engagement. However, alongside its many opportunities, the process presents a range of complex challenges for institutions, educators, and students. This study explores the key issues hindering the effective implementation of internationalization strategies, including institutional capacity, language and cultural barriers, financial inequalities, and political constraints.

This research paper evaluates the structure, significance, challenges, and impact of central banking in the state of Maharashtra, with a focus on the Reserve Bank of India (RBI) and other regional financial institutions. Maharashtra, as India's most industrialized and financially robust state, hosts crucial central banking operations. This study discusses the historical evolution of central banking in India, key economic sectors of Maharashtra, and the role central banks play in facilitating economic growth and maintaining monetary stability. The paper also explores the challenges faced by these institutions, including informal lending, financial exclusion, and regional disparities. Lastly, it suggests policy recommendations and future directions to improve the central banking framework within the state.

Employing a mixed-methods approach, this study investigates how pre-service and in-service teachers develop and apply pedagogical strategies to support inclusive education, within the guiding framework of NEP 2020. A systematic questionnaire and open-ended reflections were filled out by 160 participants, who were both pre-service and in-service teachers. The quantitative findings reveal generally positive attitudes and a moderate level of readiness among participants, supported by high internal consistency across the measured variables (Cronbach’s α = 0.75–0.89). Qualitative themes that emphasised hands-on engagement, cultural sensitivity, inclusive behaviours, and institutional inadequacies supported these findings. Triangulated research highlights that in order to foster inclusion in Indian classrooms, ongoing training, school-level support, and digital accessibility are essential. These findings, which emphasise inclusive abilities crucial to internationally relevant teacher preparation, help India become more in line with worldwide education goals.

The upcoming period of rapid digital transformation, Artificial Intelligence (AI) has emerged as a powerful force reshaping economies, societies, and individual life. In the context of contemporary India, where gender disparities persist in education, healthcare, employment, and safety, AI presents an opportunity to bridge these gaps and catalyze the empowerment of women. This research explores the multidimensions of AI technologies in advancing women's development in India. Artificial intelligence driven solutions are rapidly expanding being integrated into many sectors, from personalized learning platforms and virtual health assistants to entrepreneurial tools and safety applications. These technologies are especially transformative for women in rural and underserved regions who have historically faced systemic barriers to accessing basic services. For example, artificial intelligence based educational apps are offering content to individual learning needs, thus enabling women and girls to overcome constraints such as lack of access to schools or traditional classrooms. Similarly, AI-enabled telemedicine platforms and Catboats are bridging the healthcare divide by offering medical advice, mental health support, and reproductive health education, often in regional languages and with cultural sensitivity. Entrepreneurship is another area where Artificial intelligence is opening new doors for women. Intelligent business analytics tools, voice-based accounting systems, and Artificial intelligence led market insights are enabling women entrepreneurs to start and scale businesses with greater confidence and efficiency. Furthermore, AI-powered digital platforms are providing targeted skill development opportunities, which are crucial for enabling women's participation in the future, job market. Government initiatives such as Digital India and partnerships with private tech firms have also supported women's access to AI tools and digital literacy programs, gradually reshaping the employment landscape. However, despite these promising developments, several challenges hinder the inclusive adoption of AI for women. A significant digital divide still exists, with many women lacking access to smartphones, internet connectivity, and digital literacy. Moreover, the issues of algorithmic bias where AI systems unintentionally reinforce gender stereotypes or exclude female data-poses serious ethical and social concerns. There is also a lack of representation of women in AI research and development roles, which further limits the creation of inclusive technologies. This paper adopts a multidisciplinary approach, combining secondary research, case studies, and expert insights to examine how AI can be strategically utilized to promote gender equity. The study outlines key objectives such as analyzing the impact of AI on women’s access to essential services, identifying barriers, and proposing policy recommendations.The research hypothesizes that while AI has the potential to significantly empower women in India; this potential can only be realized through targeted interventions, inclusive design practices, and collaborative governance involving policymakers, technologists, and civil society. AI is not just a technological tool it is a socio-economic catalyst that, if harnessed responsibly, can play a pivotal role in empowering women and building a more inclusive and equitable India. The paper argues for a holistic framework that integrates AI into the broader agenda of women’s development, ensuring that no woman is left behind in India’s digital future.

The internationalization of education plays progressive role in higher education system by promoting global collaborative and inclusive environment which advances women empowerment and equity. The present study put the spotlight on Indian women’s perspective about internationalization of higher education, with special references to women’s level of awareness, perception of global benefits, major challenges and key roles in women empowerment. Online survey via Google form was administered and responses from 86 female students was recorded which are enrolled at various teacher education programs viz., Undergraduate, Post-graduate, and Doctoral respectively. An inventory of 18 items based on four variables- awareness, benefits, challenges and role in women empowerment in addition to demographic variables was developed and administered by researcher. Data was analyzed by using statistical measures like frequency and percentage. Results shows that despite of challenges almost all women are very keen to be a part of internationalized higher education system and strongly willing to accept modern and global trends in education. This study helps to understand the expectations of learner from educational institutions. Providing global collaborative and inclusive environment, resources and funding, faculty & student exchange programs, global market/service oriented programs, fusion of all modes of learning, international internships, gender equity in academic opportunities, life skills development through global curricula, controlled models of governance are some of the reforms needed by Indian higher education institutions to fulfill the needs of learner of today and tomorrow.

The 21st-century educational landscape is being reshaped by Artificial Intelligence (AI), ushering in a new era of pedagogical transformation. Simultaneously, internalization in education—defined as the process of embedding international, intercultural, and global dimensions into the purpose, functions, and delivery of education—has gained traction as institutions aim to prepare learners for a globalized world. While these two trends independently contribute to educational reform, their intersection presents a promising yet underexplored avenue, especially in teacher education programs. This research paper explores how AI and internalization can jointly redefine teacher education, enabling the development of globally competent educators who are technologically adept and culturally responsive. It outlines theoretical foundations, current global practices, and pedagogical innovations that combine AI-driven instruction with internalization principles. AI tools such as intelligent tutoring systems, language translation software, personalized learning platforms, and predictive analytics are increasingly being used to tailor educational experiences. These tools, when incorporated into teacher education, not only enhance teaching skills but also expose prospective teachers to diverse cultural contexts. For example, AI-supported virtual exchange programs or multilingual AI chatbots allow pre-service teachers to engage with global peers, thereby internalizing international perspectives and practices. This paper further analyzes how AI can aid in achieving internalization objectives by facilitating collaborative projects, intercultural simulations, and international benchmarking. It also examines the challenges related to ethics, data privacy, accessibility, and the potential depersonalization of teacher-student relationships. Addressing these concerns, the study recommends frameworks for integrating AI in a manner that enhances internalization rather than undermining it. The research includes a review of recent literature from 2019 to 2025, highlighting key findings on the role of AI in teacher training and internalization strategies in education. Case studies from India, Finland, and Singapore are presented to illustrate practical implementation. These insights are used to suggest policy-level and institutional reforms that teacher education programs can adopt to make global learning more inclusive and technologically enabled.

The National Education Policy (NEP) 2020 marks a significant shift in India's approach to higher education, emphasizing the internationalization of education as a strategic priority. This policy envisions India as a global knowledge hub by promoting academic collaboration, student and faculty mobility, cross-border research partnerships, and the entry of top-ranked foreign universities into the Indian education ecosystem. This paper explores the key provisions of NEP 2020 related to internationalization, the potential benefits and challenges of implementing such reforms, and the policy's alignment with global trends in higher education. The analysis reveals that while NEP 2020 sets an ambitious vision for transforming India into a global educational destination, its success will depend on robust regulatory mechanisms, institutional readiness, and sustained investment in academic infrastructure. The paper concludes by recommending strategies for effective policy implementation and international engagement.

As education systems across the globe embrace digital transformation, the concept of digital citizenship has emerged as a vital component of 21st-century teacher education. In India, this need is particularly pressing in light of the National Education Policy (NEP) 2020, which emphasizes ethical and responsible technology use. This paper argues that digital citizenship is not just a technological competency but a civic and ethical imperative for future educators. Through a review of global and Indian literature—including recent studies by Anand et al. (2021) and Singh (2022)—this paper examines the current gaps in digital awareness among teachers and students. It proposes a three-pillar conceptual framework: Awareness, Application, and Action, to embed digital citizenship into teacher training programs. The study underscores that a value-based digital pedagogy aligned with NEP 2020 will empower educators to lead, model, and mentor responsible digital behavior. Ultimately, it calls for curriculum reforms, institutional policy alignment, and professional development strategies to mainstream digital citizenship in Indian teacher education.

The research analyzes social media's role in the creating and expressing of transgender identities. Social media sites, including Instagram, TikTok, Twitter, YouTube, and Reddit, are becoming increasingly important for transgender subjects to explore their gender identities, seek mutual support, and disseminate personal information. Using mixed methods, including surveys, interviews, and content analysis, the study explores how digital places afford possibilities for identity exploration and affirmation and visibility but also expose users to threats of cyberbullying, misinformation, and social pressure. The results reveal that social media can be a liberatory yet tormenting space in which the identity formation, mental well-being, and self-expression of transgender people are significantly affected. The paper closes with the suggestion for inclusive cyberspaces and responsible governance of platforms to truly address the concerns of marginalized communities.