By Sultana Khan, Founder – Unteched
The thoughts shared in this series are not intended to be a policy interpretation or a definitive guide to implementing the National Education Policy (NEP) 2020.
They are simply my perspective—shaped by nearly two decades of working with universities, educators, students, and international institutions across India and overseas.
Over the years, I have had the privilege of collaborating with higher education institutions from different countries, facilitating international partnerships, designing academic immersion programs, supporting student mobility, and engaging with university leaders who are all working towards a common goal: preparing students for a rapidly changing and interconnected world.
One thing has become increasingly clear to me.
Internationalization is no longer an aspiration reserved for a few globally ranked universities. It is becoming an essential part of how every institution prepares its students, strengthens its faculty, builds research capabilities, and contributes to society.
The National Education Policy (NEP) 2020 has accelerated this conversation by encouraging Indian universities to think beyond traditional boundaries and embrace global engagement as an integral part of higher education.
However, policies provide direction.
Transformation comes through implementation.
Through this series, I hope to share my observations, experiences, and reflections on what internationalization could look like in practice—not as a policymaker, but as someone who has spent years working alongside institutions striving to build meaningful global partnerships.
I do not believe there is one perfect model.
Every university has its own vision, priorities, strengths, and challenges.
My intention is simply to contribute to an important conversation—one that I believe will shape the future of Indian higher education.
When the National Education Policy (NEP) 2020 was introduced, it marked one of the most significant moments in the evolution of Indian higher education.
Among its many transformative ideas, one area particularly resonated with me: the vision of internationalization.
For many years, international engagement within universities has often been associated with a few familiar activities.
Signing Memorandums of Understanding.
Sending a handful of students abroad.
Hosting international delegations.
Participating in overseas education fairs.
While these activities certainly have value, I believe NEP 2020 invites us to think much more broadly.
It challenges us to ask a much bigger question:
To me, internationalization is not about increasing numbers.
It is not about how many countries appear on a university’s website.
It is about creating an educational ecosystem where global perspectives become part of everyday learning, teaching, research, and institutional growth.
One observation I have made throughout my journey is that conversations around internationalization often begin—and unfortunately end—with student recruitment.
How many students are going abroad?
How many international students have enrolled?
How many partnerships have been signed?
These are important indicators.
But perhaps they are not the most meaningful ones.
Instead, I believe universities should also be asking:
These questions, in my view, reflect the deeper intent of internationalization.
One of the biggest misconceptions I encounter is the belief that internationalization belongs solely to an International Office.
In reality, meaningful internationalization touches every part of an institution.
It influences:
When internationalization becomes part of an institution’s DNA rather than the responsibility of a single department, its impact becomes far more sustainable.
India is entering an exciting chapter in higher education.
We have one of the world’s largest student populations, an expanding research ecosystem, increasing global recognition, and a policy environment that actively encourages international collaboration.
This presents an extraordinary opportunity.
Rather than viewing internationalization as an additional activity, universities can embrace it as a long-term institutional strategy that strengthens teaching, research, employability, innovation, and global engagement.
The objective is not to imitate universities elsewhere.
It is to build globally connected institutions that remain deeply rooted in India’s own academic strengths and aspirations.
Perhaps the most significant shift I hope to see is a move away from measuring activity towards measuring impact.
Instead of celebrating the number of MOUs signed or delegations hosted, perhaps we should also ask:
Activities generate visibility.
Meaningful outcomes create transformation.
Internationalization is not a destination.
It is a continuous journey of learning, collaboration, innovation, and shared purpose.
As Indian higher education continues to evolve, I believe our greatest opportunity lies not in simply building international connections, but in creating partnerships that genuinely enrich teaching, research, student development, and institutional growth.
The future of higher education will not be defined by the universities that travel the most.
It will be shaped by those that collaborate with purpose, learn continuously, and prepare graduates to contribute confidently in an interconnected world.
That, to me, is the true spirit of internationalization.
As I conclude this first article, I wouldd like to leave you with a few questions—not because I have all the answers, but because I believe these conversations deserve a place in every institution.
There may not be one correct answer.
Every institution has its own context, priorities, and aspirations.
But perhaps the most important step is simply beginning the conversation.
I would genuinely welcome your thoughts and perspectives. Through open dialogue, we often discover ideas that are stronger than any one institution could develop alone.
Many universities proudly showcase international collaborations, exchange programmes, conferences, and Memorandums of Understanding (MOUs). Yet an important question remains:
In the next article, I will explore the difference between being internationally active and being strategically international, and why a clear institutional strategy is essential to transform individual initiatives into measurable, long-term impact.
I look forward to continuing this conversation with you.
Sultana Khan is the Founder of Unteched, a higher education solutions company dedicated to advancing the internationalization of universities through strategic collaborations, academic immersion programs, student mobility, faculty development, and global partnerships. Drawing on her experience working with institutions across India and internationally, she shares practical perspectives on building meaningful global engagement that creates lasting value for students, educators, and institutions.