India has long recognised education as one of the most powerful tools of diplomacy. From ancient Nalanda and Takshashila, which attracted students from across Asia, to modern initiatives like the Indian Council for Cultural Relations (ICCR) scholarships and the Indian Technical and Economic Cooperation (ITEC) programme, education has consistently served as India’s bridge to the world. In an era where soft power defines a nation’s global standing as much as its military and economic might, India now has an opportunity to reinvent its educational diplomacy by taking its premier technical institutions — the National Institutes of Technology (NITs) — beyond its borders.
The idea is simple yet powerful: India could partner with friendly neighbouring countries such as Nepal, Bhutan, Sri Lanka, the Maldives, and Mauritius to establish joint NIT campuses, co-funded and co-governed on a 50-50 basis. These campuses would admit students and recruit faculty equally from both nations, with shared responsibility in curriculum design, administration, and research. Such a model, if carefully implemented, could become a cornerstone of regional cooperation and an emblem of India’s role as a knowledge leader in South Asia and the Indian Ocean region.
The Case for Transnational NITs
India today faces the dual challenge of expanding the reach of its higher education and asserting its influence in a region where major powers are competing for attention. China, for instance, has aggressively promoted its universities abroad and established Confucius Institutes to strengthen cultural and academic ties. By comparison, India’s international footprint in education has been modest. While foreign students do come to Indian universities, few Indian institutions have ventured abroad.
The NIT brand offers a strong starting point. With 31 campuses across India, NITs are recognised for providing quality technical education at affordable costs. They have produced generations of engineers, researchers, and entrepreneurs who contribute both to India’s development and to global innovation. Exporting this model could benefit both India and its partners.
For smaller neighbouring countries, the presence of a world-class technical institution can prevent brain drain, develop skilled manpower for local industries, and offer their youth an affordable alternative to studying in the West. For India, the initiative would consolidate goodwill, create people-to-people ties, and strengthen economic and strategic partnerships.
A Model of Partnership
The proposed framework for transnational NITs rests on the principle of shared ownership. Host countries would provide land and basic infrastructure, while India would contribute expertise in curriculum development, faculty training, and academic governance. The funding model could be split evenly, ensuring that both nations feel equal responsibility and pride in the institution’s success.
Admissions could follow a balanced quota: half the seats reserved for Indian students and the other half for the host country’s students. This would foster cultural integration and ensure that the campus reflects a true partnership. Faculty recruitment, too, should follow a similar principle, combining local academic talent with experienced Indian professors.
To make the model context-sensitive, each NIT abroad could focus on areas most relevant to the host country’s development needs. For instance:
NIT Nepal could specialise in hydropower engineering and earthquake-resistant infrastructure.
NIT Bhutan could focus on sustainable energy and environmental engineering.
NIT Sri Lanka could develop expertise in disaster management and coastal engineering.
NIT Maldives could emphasise marine sciences, climate resilience, and ocean technology.
NIT Mauritius could serve as a hub for renewable energy, shipping technology, and digital innovation.
Degrees could be co-branded, endorsed by both governments, thereby enhancing global recognition and employability of graduates.
Beyond Education: A Tool of Diplomacy
The significance of this initiative extends well beyond academics. By investing in joint institutions, India would be signalling long-term commitment to the prosperity of its neighbours. Shared campuses would create generations of students who grow up with a sense of partnership, empathy, and mutual respect. Graduates of these institutions would naturally become goodwill ambassadors for both nations.
Moreover, these NITs could serve as hubs of research collaboration, innovation, and start-up incubation. By linking them with Indian industry and research institutions, India could also create new economic linkages that benefit both sides. For example, an NIT in Nepal specialising in hydropower could partner with Indian companies working on renewable energy, creating opportunities for cross-border projects.
In a region often marked by political mistrust and competition, educational diplomacy can open doors that traditional diplomacy struggles to unlock. Shared classrooms and research labs may succeed where bilateral talks often falter.
Addressing Challenges
Of course, such an ambitious plan is not without challenges. Establishing NITs requires substantial investment, and funding must be carefully planned to avoid burdening either side. Political sensitivities must also be respected: some countries may worry that hosting an Indian-branded institution could imply undue influence. Therefore, equal representation in governance and visible contributions from both sides are essential to maintaining trust.
Another challenge lies in harmonising academic standards. India’s NIT curriculum may need adaptation to reflect the host country’s educational systems and accreditation requirements. Language could also be a barrier, though English as the medium of instruction would provide a common ground.
Finally, long-term sustainability must be ensured. These institutions cannot merely be symbolic; they must deliver genuine value to students, industries, and societies. Strong alumni networks, international collaborations, and industry partnerships would be key to sustaining their impact.
A Vision for the Future
If successful, joint NITs could inspire India to expand the model further — perhaps even to Africa, Southeast Asia, or the Middle East. They could also pave the way for similar ventures in medicine, management, and social sciences. In time, India could be known not only as a hub that produces world-class talent but also as a nation that exports education as a public good.
Such an initiative would be a modern parallel to the ancient Nalanda University, which symbolised India’s openness, intellectual vitality, and cultural outreach. In the 21st century, NITs abroad could become the new symbols of India’s educational diplomacy.
Conclusion
India’s rise in the global order depends not only on economic and military strength but also on its ability to shape hearts and minds. Education has always been a soft power that endures beyond political cycles and diplomatic negotiations. Establishing NITs in neighbouring countries could be a bold yet practical step to deepen regional ties, empower youth, and project India as a responsible knowledge leader.
In a world increasingly divided by conflicts and rivalries, classrooms may indeed prove more powerful than conference rooms. By sharing knowledge, India can build bridges of trust, friendship, and mutual prosperity — one campus at a time.
About Author:
Prof. Parag Jambhulkar
Assistant Professor in Pune Institute of Computer Technology, Pune,
Owner of YouTube Channel "Comrevo",
Udemy Instructor.
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