10K Voices: International Education, Made in India
Student Sentiment on Transnational Education and the Future of Internationalisation in India
acumen.education
August 2026
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10K Indian Voices Report
Acumen
Contents Foreword: From Internationalisation to Impact
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Foreword: Reading the signals behind student demand
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Executive Summary Headline findings Research Design
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Section 1 – India’s new higher-education reality Internationalisation has become a system-level question Policy has opened multiple routes From announcements to operating campuses India’s emerging regional opportunity The opportunity extends beyond branch campuses
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Section 2 – The 98%: India’s domestic student majority Who responded to the 2026 pulse Academic demand is concentrated in future-facing fields Students associate international education with outcomes and experience The domestic majority is not inward-looking Digital behaviour points to demand for accessible formats What the evidence means
12 13 13 14
Section 3 – Student awareness of TNE models Awareness is split, and often superficial Students favour models that preserve international optionality Search interest in flexible education formats is rising rapidly What remains consistent with 2025 Communication must explain the student journey
16 17 18 19 19 19
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Section 4 – The rise of international branch campuses in India Campus development is outpacing student awareness Search activity shows growing curiosity Interest is meaningful, but not yet decisive Recognition and employer acceptance are the central trust barrier The home campus abroad retains a stronger pull IBCs enter an established Indian hierarchy From global brand to locally credible value
20 21 22 23 24
Section 5 – Affordability, ROI and employability Affordability is a threshold, not a secondary consideration Scholarships shape perceptions of accessibility Students expect a bundle of international value Social Listening: Examining the ROI Calculus in Students’ Own Words Unbranded Public vs Private IBC-Specific Conversation Search Data & Social Data Read Together ROI must be demonstrated before enrolment Affordability and employability are inseparable
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Section 6 – How students make higher-education decisions Students see themselves as decision-makers, but decisions are shared Families are perceived to prefer conventional overseas study Digital influence extends beyond the “greatest influence” Counsellors and agents remain important at moments of uncertainty External shocks do not automatically redirect demand to India From influence to conversion
34 35
Section 7 – From opportunity to trusted demand: Strategic implications and conclusion
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Conclusion
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24 25 25
29 31 32 32 33
36 36 36 37 37
Authors Dr. Bhawna Kumar Director - TNE & Institutional Partnerships, Acumen (Sannam S4) Nikunj Agarwal Strategy Associate - TNE, Acumen (Sannam S4) Keith Lim Head of Insights & Client Delivery, Voyage Published: August 2026
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Foreword: From Internationalisation to Impact India is entering a new chapter in higher education. For many years, India’s international education story focused largely on students going overseas. While outbound mobility will remain important, internationalisation is increasingly taking shape within India through foreign university campuses, joint and dual degrees, pathways, mobility opportunities, research partnerships, international faculty, and digital and hybrid delivery. What was once largely a policy ambition is now becoming a reality. This represents an important opportunity. India has nearly 45 million higher-education students, most of whom will study and build their careers in the country. The goal must therefore extend beyond attracting more international institutions. It should be to make high-quality international education accessible to a much wider group of Indian students without losing the experience, opportunity and global perspective that make it international. Yet the arrival of international institutions does not automatically create meaningful internationalisation. Nor does a globally recognised university name, by itself, generate student demand. Institutions must translate international reputation into an offering that students and families consider relevant, affordable and trustworthy. That question lies at the heart of this year’s 10K Indian Voices. The research reflects a generation that is ambitious but increasingly practical. Students want strong academic experiences, international exposure and better career opportunities, but they are also asking direct questions: Will the qualification be recognised? Who will teach the programme? What international opportunities will it provide? What will it cost, and what will it mean for their future? These questions will help determine whether the next phase of international education in India succeeds. This is particularly true for foreign university campuses. A global brand may attract initial attention, but lasting credibility will depend on academic quality, international exposure, employer connections and demonstrable graduate outcomes.
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Internationalisation, however, should not be defined only through branch campuses. For some universities, a physical presence will be the right choice. For others, joint and dual degrees, pathways, mobility, international certification, online and hybrid provision, research partnerships or executive education may offer more effective ways to reach students. India is too large and diverse for a single model to serve every learner. The opportunity is to build a portfolio that reflects different aspirations, levels of affordability and degrees of mobility. At Acumen, we have worked alongside international institutions and Indian education providers for almost two decades. During that time, the conversation has evolved from one centred primarily on outbound mobility to a broader consideration of how international education can be delivered and experienced within India. The next stage will require institutions to do more than enter the market: they must understand it, listen to students and families, and adapt their propositions to Indian realities. We hope this report helps identify where the sector must focus as international education enters its next phase. Institutions will need to make these models easier to understand, communicate their value more clearly and build confidence in the outcomes they can deliver. Just as importantly, internationalisation must broaden opportunity and strengthen India’s wider higher-education system. The institutions that succeed will not necessarily be those with the largest campuses, the strongest rankings or the earliest market entry. They will be those that combine global quality with local relevance and deliver on the promise they make to Indian students. The future of international education in India will ultimately be shaped not by how many institutions enter the country, but by how well they serve the students who choose them.
Sagar Bahadur Executive Director, Asia & Head of Regional Strategy Acumen
Foreword: Reading the signals behind student demand
Acumen
Students will tell you what they want. Their searches show you what they are exploring. Their conversations with each other show what they believe.
Many of the questions students put to each other are practical ones. Fees. Placements. Whether the degree certificate differs. Whether the mobility component is guaranteed. When students cannot easily find an answer, one forms anyway, assembled from assumption and peer inference, and it is durable once formed. In this market, clear public information is not a communications afterthought. It is how trust is built.
Each answers a different question. A survey captures considered intent. Search captures behaviour at the moment of curiosity, often before a student has been persuaded. Unprompted conversation captures what students say to peers rather than to institutions. We set them side by side in this collaboration with Acumen because the way students reach a decision has changed, and no single method describes it fully.
This is what defines the opportunity. India is opening one of the world’s largest student populations to international education delivered at home, for a generation that is ambitious, connected and well informed. The institutions that meet that generation well will earn something more valuable than enrollment. They will earn trust.
A generation ago, an institution largely told its own story. A student encountered a prospectus, an adviser, perhaps an alumnus, and formed a view. Today the sequence runs the other way. Students arrive at an institution’s own material after a working view has already formed from search results, forum threads and the accounts of peers who have lived the experience. Institutional material is checked rather than absorbed.
That is why understanding students as they are today matters so much. Sentiment moves, search moves, and the campuses that are unproven this year will have graduates the next. The closer we can listen, the better we can serve them. What follows captures this market at an early and formative moment, when the questions students are asking still have time to be answered well. Matthew Donlon Founder & CEO Voyage
Peer conversation carries particular weight because it is organic, and often unprompted. A prospectus has an obvious motive; a student describing their own experience does not. Students understand the difference, and a few sentences from someone with nothing to gain can carry more weight than a carefully constructed claim. This conversation has become part of how the market works. It is where reputations are assembled, and where uncertainty is either resolved or settles into a fixed view. That is the pattern this report describes. Interest in international education delivered in India is rising quickly, and confidence is building more gradually. Students are searching because they have questions, and are looking for the answers that will settle them. Attention is not the scarce resource in this market. Trust is.
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Executive Summary India’s international-education landscape has moved from policy ambition to operational reality. Foreign university campuses are recruiting and teaching students, new institutions are progressing through the approval process, and collaborative models, including joint and dual degrees, pathways and flexible delivery, are becoming more visible.
> IBC interest is real, but conditional: Forty-eight percent were interested in studying at an IBC, while unbranded IBC searches increased by 77%. Growing attention will convert into demand only if institutions demonstrate parity, recognition, mobility and outcomes.
This expansion is taking place within a higher-education system of approximately 45 million students. Although 1.33 million Indian students were estimated to be studying overseas as of January 2024, the overwhelming majority remain within India. The opportunity is therefore not only to recruit more students abroad, but to extend credible international education to a much wider domestic population.
> Overseas study retains a stronger pull: If admitted to both locations, 60% would choose the overseas campus and 7% the India campus; 31% said the decision would depend on cost or visa conditions. India campuses must offer a clear financial advantage without losing the international experience students value.
The 2025 edition of 10K Indian Voices established the scale of this aspiration through responses from nearly 10,000 students across 160 cities. The 2026 edition examines the next question: as international education becomes available within India, do students understand and trust what is being offered? This edition combines a directional survey pulse with Google search-demand analysis and social listening conducted with Voyage.
Headline findings
> Awareness is growing, but understanding remains limited: Half of respondents had little or no familiarity with international education delivered in India, and 62% recognised none of the named foreign campuses. Institutions must explain how the qualification, mobility and recognition arrangements work. > Students favour visible international benefits: Dual degrees and 2+2 or 3+1 pathways were the mostselected models, each chosen by 41%. However, onlinedegree searches grew by 359.6%, suggesting that students may aspire to mobility while exploring more accessible formats.
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> Recognition and employability remain the main trust barriers: Seventy-two percent considered degree recognition or employer acceptance a major or moderate concern. Online discussion similarly characterised new IBCs as unproven because they lack established Indian alumni networks and placement records.
> Affordability expectations are locally anchored: Approximately three in four respondents considered annual tuition below ₹5 lakh reasonable. Students evaluate IBC pricing against both overseas study and established Indian universities, making scholarships and demonstrable career outcomes central to perceived value. > Decisions require student ambition and family confidence: Students identified themselves as the primary decision-maker, but families remained the largest external influence. Institutions must appeal to students while reassuring families about cost, recognition, safety and employment outcomes. The future of international education in India will be determined not simply by how many institutions enter the market, but by how effectively they convert international reputation into accessible, trusted and outcome-led education for Indian students.
Acumen
Research Design
The 2026 edition combines three evidence sources: a structured student survey, social-listening analysis and Google search-demand data. Together, these examine what students say, what people search for and how international education is discussed online.
Student pulse
The structured online survey was designed as a student pulse, capturing perspectives across school, undergraduate, postgraduate-aspirant and early-career segments. It identifies emerging perceptions and decision factors rather than providing nationally representative estimates. Results should not be used for detailed demographic or regional comparisons. The 2025 and 2026 editions used different research designs, samples and question structures. Comparisons between the two are therefore directional and should not be interpreted as yearon-year changes.
Social listening
The social-listening analysis combined automated keyword searches with human interpretation to examine online discussion concerning Indian universities and international branch campuses. It primarily draws on English-language conversations from selected India-specific subreddits. Country: India | Period: 1 January–30 June 2026 | Language: English | Platform: Reddit Keyword-based queries and automated sentiment analysis cannot guarantee complete accuracy. While Reddit users are not necessarily representative of the wider Indian student population, the social data shared in this report surfaces the most salient narratives found within the online space where information-seeking behaviour often takes place and decision-making is shaped..
Google search data
The search-demand analysis tracked estimated Google search volumes across 221 queries relating to international branch campuses, named foreign institutions and education pathways in India. Queries were grouped thematically and analysed at monthly intervals. Country: India | Period: 1 July 2024–30 June 2026 | Language: English | Search engine: Google A separate regional analysis examined 105 queries relating to studying in India across Bangladesh, Bhutan, the Maldives, Mauritius, Nepal, Nigeria, Sri Lanka and the UAE. Search volume measures information-seeking behaviour, not applications or enrolments. It should therefore be interpreted as an indicator of attention and changing information demand—not as evidence of programme preference, enrolment intent or willingness to pay. Because query groups can differ in core structure, volumes are best read directionally rather than a like-for-like ranking of student preferences.
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Section 1 – India’s new higher-education reality
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Internationalisation has become a system-level question India’s higher-education system now enrols nearly 45 million students. This represents an increase of 31.5% from approximately 34 million students in 2014–15. Over the same period, the gross enrolment ratio for people aged 18–23 increased from 23.7% to 30.0%. The National Education Policy 2020 retains an ambition to increase this to 50% by 2035. India is therefore not simply managing one of the world’s largest existing higher-education systems, it must also create substantially more capacity, qualifications and progression opportunities. Traditional outbound mobility cannot provide international exposure at this scale. Internationalisation must increasingly take place within India through collaborative degrees, international campuses, credit-bearing mobility, international curricula, foreign faculty engagement, research partnerships and online or hybrid provision. International exposure currently remains concentrated among a comparatively small minority. AISHE recorded 58,134 foreign students studying in India in 2023–24, equivalent to approximately 0.13% of total higher-education enrolment. At the same time, the Ministry of External Affairs estimated that approximately 1.33 million Indian students were pursuing higher education abroad as of January 2024. These figures are collected on different bases and should not be treated as directly comparable measures. Directionally, however, they reveal the underlying reality: India’s domestic higher-education system is more than 30 times larger than its outbound student population, while international students constitute only a fraction of enrolment within India. The strategic opportunity is therefore not to choose between outbound mobility and in-country delivery. It is to build a portfolio of international opportunities for students with different levels of mobility, affordability, academic preparation and career ambition.
Policy has opened multiple routes
National Education Policy 2020 established the strategic direction for this transition. It called for India to become a global study destination, supported greater student and faculty mobility, encouraged collaboration with highquality foreign institutions and introduced the objective of “internationalization at home.” Subsequent regulations have translated that direction into three principal delivery routes: Regulatory route
What it enables
UGC Academic Collaboration Regulations, 2022
Eligible Indian and foreign institutions can offer approved twinning, joint-degree and dual-degree programmes. These models allow students to combine Indian and international study, credits and qualifications without necessarily completing an entire degree overseas.
IFSCA GIFT City Framework, 2022
Foreign universities and institutions can establish international branch campuses or offshore education centres in GIFT City through a separate regulatory route focused on permitted subject areas.
UGC Foreign Campus Regulations, 2023
Eligible foreign universities can establish and operate independent campuses in India. Institutions are required to demonstrate comparable academic quality and ensure that India-campus qualifications have the same recognition and status in their home jurisdiction as corresponding home-campus awards.
The National Credit Framework (NcRF) and Academic Bank of Credits (ABC) provide an additional enabling layer by supporting credit portability and more flexible progression across institutions and forms of learning. Together, these reforms have changed the nature of the opportunity. International education in India is no longer restricted to conventional exchange agreements or individual institutional partnerships. The policy environment now accommodates collaborative qualifications, physical campuses, credit mobility and more flexible forms of international delivery.
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From announcements to operating campuses The period from 2024 to 2026 marked the transition from regulatory possibility to campus operations, student recruitment and programme delivery. Period
Development
Significance
2024
Deakin University commenced teaching at its GIFT City campus in July, followed by the University of Wollongong in November.
Foreign-campus delivery became operational through the IFSCA route.
2025–26
The University of Southampton commenced academic operations at its Gurugram campus.
The first foreign campus operating under the UGC’s 2023 regulations moved from approval to delivery.
The UGC issued ten Letters of Intent to foreign higher-education institutions from the UK, US, Australia and Italy seeking to establish campuses across India.
The pipeline expanded beyond the first operational campuses, signalling sustained institutional interest while remaining at an earlier stage than formal approval or delivery.
Letters of Approval were issued to the University of Bristol and University of York for Mumbai campuses and to University of Liverpool and UNSW for a Bengaluru campus.
Foreign-campus development broadened across cities, countries and programme areas.
2026
The distinction between an operating campus, a Letter of Approval and a Letter of Intent remains important. Institutional announcements should not be treated as equivalent to established delivery. Nevertheless, the direction of travel is clear: India has moved from debating whether foreign universities can establish campuses to considering how multiple campuses will differentiate themselves, attract students and demonstrate value.
India’s emerging regional opportunity International campuses may eventually serve both Indian students and learners from neighbouring and regional markets. The analysis of searches across Bangladesh, Bhutan, the Maldives, Mauritius, Nepal, Nigeria, Sri Lanka and the UAE reveals that this opportunity is not developing uniformly.
Searches for IBCs and Generic “Study in India” searches Market
IBC / branded vol
IBC growth
Generic vol
Generic growth
United Arab Emirates 3,720
+83%
5,190
-11.3%
Bangladesh
2,850
-20%
22,730
66.8%
Nepal
1,780
+12.7%
10,740
-16.0%
Sri Lanka
1,070
-1.8%
2,130
24.6%
Nigeria
810
+22.7%
1,980
-23.0%
Mauritius
600
+50%
500
-3.8%
Bhutan
290
+70.6%
590
-7.8%
Maldives
210
+40.0%
150
-6.3% Source: Voyage Search Insights
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Bangladesh presents the clearest destination-led opportunity. Generic searches relating to studying in India grew +66.8% to 22,730, while institution-specific searches fell -20.8% to 2,850. Interest in India is expanding fast, but it has not yet attached to individual IBC brands. The UAE is the strongest branded market. Institutionspecific search grew +83.3% to 3,720 while generic interest declined -11.3% to 5,190. Both signals point to a more targeted audience: students there are increasingly searching for particular institutions, and their appetite for named campuses is rising even as broad destination curiosity softens. Nepal and Nigeria contracted on the destination side and diverged on the brand side. Nepal’s generic search fell -16.0% while its branded search grew +12.7%; Nigeria’s generic fell -23.0% while branded grew +22.7%. Destination interest is cooling in both, even as a smaller pool of students looks up specific campuses. The smaller markets remain volatile from low bases. Branded search grew strongly in Mauritius (+50.0%), Bhutan (+70.6%) and the Maldives (+40.0%), while their generic search slipped. Sri Lanka reversed this, with generic up +24.6% and branded down -1.8%. Volumes here run to a few hundred searches, so these movements are directional. Regional implication: India does not have one regional recruitment opportunity. Bangladesh requires destinationbuilding followed by institutional conversion. The UAE supports brand-led recruitment now. Nepal and Nigeria require investigation into why destination interest is declining even as branded curiosity holds. Regional implication: India does not have one regional recruitment opportunity. Bangladesh requires destination-building followed by institutional conversion. The UAE supports brand-led recruitment now. Nepal and Nigeria require investigation into why destination interest is declining even as branded curiosity holds.
The opportunity extends beyond branch campuses Branch campuses are the most visible expression of India’s changing international-education landscape, but they are not the only route to scale. A standalone campus requires substantial capital, regulatory approval, operating capacity, faculty recruitment and sustained student demand. It may be appropriate for institutions with the required resources, risk appetite and long-term commitment to India. Other institutions may achieve wider or more immediate reach through joint and dual degrees, pathways, semester mobility, embedded international certification, visiting faculty, collaborative online learning, executive education and research partnerships. The opportunity is therefore best understood as a portfolio. Branch campuses can provide a visible and institutionally controlled presence. Partnership-led models can extend international education through established Indian institutions and potentially reach larger student populations. Online, hybrid and modular provision can widen access further, although each model must still demonstrate quality, recognition and meaningful student outcomes.
Section takeaway: India has moved from debating whether international education can be delivered domestically to determining which models can deliver it credibly and at scale. Policy permission and institutional entry have created the opportunity; student understanding, trust and perceived value will determine whether that opportunity becomes sustainable demand.
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Section 2 – The 98%: India’s domestic student majority
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Who responded to the 2026 pulse The 2026 student survey provides a view of how Indian learners are responding to the expansion of international education within India. Profile dimension
Composition of the 2026 pulse
Age
45% were under 19; 36% were aged 19–24; the remaining respondents were aged 25 or above.
Current stage
33% were studying in Grades 11–12; 31% were undergraduate students; and 29% were graduates considering postgraduate study.
Location
55% were from Tier 1 locations, 24% from Tier 2 and 21% from Tier 3.
The sample also contains a relatively high proportion of students actively approaching a major education decision. School students are considering their first university destination, undergraduates are evaluating the value of their current experience and graduates are assessing whether postgraduate study should take place in India or overseas. Their responses therefore provide an early indication of how emerging international models may be understood by prospective students.
Academic demand is concentrated in future-facing fields Figure 1: Priority fields of study Computer Science / AI
33% 26%
Business and Management Engineering and Technology
14% 12%
Design, Media and Creative Arts Health Sciences and Medicine
2%
Humanities
2%
Education
2% 7%
Other Fields (combined)
0%
10%
20%
30%
40%
50%
60%
70%
Computer Science and Artificial Intelligence was the leading intended field of study, selected by 33% of respondents. This was followed by Business and Management at 26%, Engineering and Technology at 14%, and Design, Media and Creative Arts at 12%. Together, these four clusters accounted for 86% of responses.
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This concentration broadly aligns with the programme portfolios being developed by several foreign campuses and internationally oriented providers in India. Business, computing, artificial intelligence, data science, finance and technology-related programmes feature prominently across many of the announced campus portfolios.
Students are asking what an international programme will enable them to do: whether it will improve their employment prospects, expose them to different cultures and ways of learning, provide access to international networks, or create opportunities that are not readily available through a conventional domestic programme.
Alignment with broad subject demand, however, does not guarantee differentiation. A growing number of Indian private universities, foreign campuses and international partnerships are targeting similar disciplines. As the market becomes more crowded, institutions will need to distinguish their programmes through specialisation, teaching quality, international mobility, employer integration and demonstrated graduate outcomes, not subject title alone.
This distinction has direct implications for international education delivered in India. A foreign name may attract initial attention, but students will ultimately assess whether the programme provides a recognisably international experience and a meaningful career advantage. Institutions must translate brand and ranking into tangible student benefits.
Students associate international education with outcomes and experience Respondents were asked to identify their primary reason for considering international education. Better career opportunities emerged as the leading motivation, followed closely by global exposure and cultural experience and the perceived quality of education. Figure 2: Primary reason for considering international education
3%
13% 32% 25% 27% Better career opportunities Global exposure and cultural experiences Higher-quality education Personal growth and development Migration opportunities International recognition and prestige
The distribution challenges the assumption that students primarily pursue international education for institutional prestige or migration. Reputation remains relevant, but it appears to function more as a signal of expected quality and future opportunity than as a standalone objective.
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The domestic majority is not inwardlooking Focusing on students who remain in India should not be confused with focusing on students whose ambitions are exclusively domestic. The emerging opportunity concerns learners who may want international education but are unwilling or unable to relocate for a complete overseas degree. For these students, domestic delivery can reduce some of the financial, geographical and immigration barriers associated with full-degree mobility. However, reducing the need to relocate does not remove the desire for international exposure. Students may still expect overseas study opportunities, international faculty, globally relevant curricula, diverse peer networks and qualifications that carry value beyond India. This creates an important tension. Students may be interested in a more accessible route to international education while continuing to regard physical overseas study as the fullest expression of the international experience. An India-delivered programme must therefore be positioned as a distinctive international proposition, not simply as a local substitute for studying abroad. What students are telling us: International education is primarily associated with career opportunity, global exposure and educational quality. Domestic delivery may improve access, but students do not want the international dimension removed from the experience.
Acumen
Figure 3: Google searches for online degrees and remote universities
80000
60000
40000
20000
0
2024-07
2025-01
2025-07
2026-01 Source: Voyage Search Insights
Digital behaviour points to demand for accessible formats Search behaviour provides a second perspective on this domestic demand. The analysis found that Google searches in India relating to online degrees increased from 45,210 in H1 2025 to 207,780 in H1 2026, an increase of 359.6%. Online-degree searches substantially exceeded tracked searches for joint degrees, international branch campuses and pathway programmes during the same period. This does not mean that online study is students’ preferred form of international education. Search volume measures information-seeking rather than programme preference or enrolment intention, but the increase nevertheless indicates a rapid expansion in the number of people investigating forms of higher education that can be accessed without relocation. The contrast is significant. The survey pulse suggests that students ideally associate international education with mobility, cultural exposure and face-to-face academic experience. Search behaviour simultaneously shows strong investigation of remote and flexible study. Together, the evidence may reflect a gap between the international experience students ideally want and the formats they explore when affordability, location and mobility constraints enter the decision. What students search: Interest in accessible, location-independent study has increased sharply, even though search activity cannot establish willingness to enrol or pay.
What the evidence means India’s domestic student majority should not be treated as a single market segment. It includes students who actively plan to study abroad, students who want limited international mobility, students seeking a foreign qualification without relocation and students whose choices are primarily constrained by cost or family circumstances. The evidence identifies three common expectations: > International education must lead to tangible outcomes: Career opportunity and educational quality are more central than prestige alone. > Domestic access should preserve international value: Students may study in India while continuing to expect mobility, international faculty and global relevance.
> Flexible formats are becoming more visible: The growth in online search indicates demand for accessible provision, but institutions must still establish trust, recognition and outcome quality. The central opportunity is not to persuade students to abandon international aspiration. It is to redesign access to international education so that a wider group of learners can participate in it.
Section takeaway: India’s domestic majority is internationally ambitious but constrained by differing levels of affordability, mobility and access. The opportunity for transnational education lies in bringing credible international outcomes closer to students without reducing the proposition to a cheaper or more convenient version of studying abroad.
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Section 3 – Student awareness of TNE models
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Awareness is split, and often superficial The expansion of international education within India is moving faster than student understanding of the available models. Only 12% of respondents described themselves as very familiar with international education delivered in India. A further 38% were somewhat familiar, while 33% had heard of it but knew little and 17% were not familiar at all. Figure 4: Familiarity with International Education delivered in India Very familiar
12% 38%
Somewhat familiar Heard or it, know little
33% 17%
Not familiar at all
0%
10%
20%
30%
40%
50%
60%
70%
The headline result suggests an even split: 50% were at least somewhat familiar, while 50% had limited or no familiarity. The more important finding, however, concerns the depth of that awareness. Recognition of a term such as “international programme” does not necessarily mean that students understand who awards the qualification, where teaching takes place, how credits transfer, whether overseas study is included or how employers will recognise the resulting degree. This distinction becomes increasingly important as the market grows. Students are now being asked to compare branch campuses, joint and dual degrees, pathways, exchanges, online qualifications, embedded certifications and other collaborative models. These options differ substantially in academic structure, cost, mobility and qualification outcome, yet they are frequently presented under the same broad language of “international education.” The challenge is therefore no longer awareness in a binary sense. It is whether students possess enough information to make a meaningful comparison between models. What students are telling us: Awareness of India-delivered international education is emerging, but informed understanding remains limited.
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Students favour models that preserve international optionality Respondents were asked which forms of international education interested them most. As this was a multiple-response question, the results indicate relative appeal rather than a single preferred model. Figure 5: International Education Models of greatest interest Dual degree
41%
Pathway programme (2+2 or 3+1)
41%
Semester exchange
29% 24%
Joint degree international branch campus
19% 17%
Micro-credentials Executive education
12%
Online international degree
12% 7%
Flying faculty
0%
10%
20%
30%
40%
50%
60%
70%
Multiple-response question; percentages do not sum to 100%
Dual degrees and pathway programmes were the joint most-selected options, followed by semester exchange and joint degrees. These leading models share an important feature: they preserve a visible connection between studying in India and an overseas institution, qualification or experience. A dual degree promises more than one institutional credential. A 2+2 or 3+1 pathway provides a defined period of overseas study. A semester exchange offers physical international exposure without requiring students to complete the entire qualification abroad. In each case, students can more easily identify what makes the model international. International branch campuses were selected by 19%. This does not necessarily indicate rejection of the model. Several branch campuses remain new, and students may not yet understand whether an India campus offers the same degree, teaching quality, mobility opportunities or career value as its homecampus counterpart. The branch-campus proposition is examined in greater detail in Section 4. Lower selection of flying faculty, online international degrees and executive education may partly reflect the composition of the sample. Executive education is more relevant to working professionals, who represented only 5% of respondents. “Flying faculty” may also be unfamiliar terminology, even where students value access to international teachers. The findings should therefore not be treated as a definitive national ranking of TNE models. They indicate which propositions were most immediately understandable and attractive.
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Search interest in flexible education formats is rising rapidly Google search behaviour indicates a sharp increase in attention towards online degree options in India. Searches relating to online degrees increased from 45,210 in H1 2025 to 207,780 in H1 2026, representing year-on-year growth of 359.6%. The increase was visible across all 12 cities included in the analysis, with growth ranging from 103.4% in Guwahati to 576.1% in Delhi. This suggests that rising interest was geographically broad rather than concentrated in a single market. Other international education models showed different trajectories over the same period. Unbranded searches relating to international branch campuses increased by 77.0%, while searches for joint degrees declined by 21.9% and pathway-related search volumes remained broadly stable. These categories should not be compared directly on absolute search volume. Different education models have different discovery journeys: online programmes are inherently researched and accessed digitally, while pathways, joint degrees and branch-campus opportunities may be discovered through universities, counsellors, agents, schools or branded institutional searches. The findings should therefore be interpreted as indicators of changing information demand within each model, rather than as a ranking of student preference across models. What students search: Interest in online degree options is accelerating rapidly, while awareness and search demand for emerging international delivery models are developing at very different rates.
What remains consistent with 2025 The 2025 edition of 10K Indian Voices found particularly strong interest in foreign faculty lectures delivered in India, international certification embedded in the curriculum and dual-degree programmes. The 2025 and 2026 questionnaires used different response options. Their percentages should therefore not be presented as evidence of year-on-year movement. Directionally, however, both studies suggest that students respond most positively when the international component is specific and tangible. They want to understand what they will receive: an additional qualification, an overseas study period, an international certification, access to foreign faculty or another clearly identifiable benefit.
The consistency lies less in the ranking of individual models and more in the underlying expectation that internationalisation should change the student experience in a visible way.
Communication must explain the student journey Universities cannot assume that students understand regulatory or institutional terminology. Effective communication should answer the practical questions that determine whether a model feels credible: > Qualification: Who awards the degree, and what will appear on the final certificate? > Recognition: Is the qualification recognised in India and in the foreign institution’s home country? > Mobility: Is overseas study required, guaranteed, competitive or optional—and what will it cost? > Academic delivery: Which institution designs the curriculum, teaches the programme and conducts the assessment? > Faculty: Will students be taught by international faculty, locally recruited faculty or a combination of both? > Cost: What is the total programme cost, including any overseas component, accommodation and travel? > Outcomes: What employment, postgraduate study or professional progression opportunities will the qualification enable? Communication should also distinguish between models. “International programme” is too broad to function as a meaningful student proposition. A dual degree, a pathway and a branch-campus qualification offer different experiences and outcomes and should be explained accordingly. Programme examples, student journeys and cost scenarios are likely to be more effective than regulatory definitions alone. Students should be able to see how they enter the programme, where they study, what they pay, what qualification they receive and what they can do after graduating.
Section takeaway: Student interest in TNE is real, but it is strongest when the international component is visible and easy to understand. Awareness-building must therefore move beyond promoting the idea of international education in India and explain the qualification, mobility, academic experience, cost and outcomes attached to each model.
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Section 4 – The rise of international branch campuses in India
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Campus development is outpacing student awareness Foreign university campuses have moved rapidly from policy announcements to student recruitment and delivery. Awareness among prospective students, however, remains limited. When respondents were shown a list of announced or operating foreign campuses in India, 62% selected “none of the above.” The University of Southampton and the University of Liverpool were the most recognised, each selected by 24%, followed by Illinois Institute of Technology at 19% and the University of York at 14%. Foreign university campus
Respondents recognising the institution
University of Southampton
24%
University of Liverpool
24%
Illinois Institute of Technology
19%
University of York
14%
Deakin University
12%
University of Wollongong
10%
University of Aberdeen
5%
None of the above
62%
Multiple-response question; respondents could recognise more than one institution
Low recognition is understandable in an emerging market. Several institutions were preparing for future intakes rather than operating mature campuses when the survey was conducted. Nevertheless, the results demonstrate that announcements circulating within government, university and policy networks do not automatically translate into widespread student awareness. This distinction matters because students cannot evaluate an option that they do not recognise or understand. Initial market development will require more than announcing regulatory approval. Institutions must explain where the campus is located, which programmes it offers, what qualification students receive and how the experience compares with studying at the home campus.
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Search activity shows growing curiosity Google search behaviour presents a more dynamic picture. The analysis recorded 283,810 institution-name searches across the seven tracked foreign universities in India during H1 2026, compared with 73,810 during H1 2025, an increase of approximately 70%. The growth was particularly pronounced for institutions whose India-campus plans became more visible during 2025–26: Institution
H1 2026 search volume
H1 2025 search volume
Year-on-year change
University of York
55,000
1,410
+3,800.7%
University of Aberdeen
26,670
620
+4,201.6%
University of Liverpool
86,960
7,260
+1,097.8%
University of Wollongong
10,100
5,350
+88.8%
University of Southampton
56,160
34,440
+63.1%
Deakin University
25,410
21,990
+15.6%
Illinois Institute of Technology
23,510
2,740
+758.0%
Source: Voyage Search Insights
Figure 6: IBC-Specific Google Search Volume – India (Jul 2024–Jun 2026)
40,000
30,000
20,000
10,000
0
2024-07
2025-01
Illinois Institute of Technology University of Liverpool University of York University of Southampton
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University of Aberdeen Deakin University University of Wollongong
2026-01
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Search patterns also reflected campus geography. Liverpool generated its highest tracked city-level volume in Bengaluru, Southampton led in Delhi, and York and Aberdeen saw particularly strong volumes in Mumbai. This suggests that campus announcements and local market activity are beginning to shape where institutional interest emerges. Unbranded searches relating to international branch campuses (i.e. generic searches for the institution type that do not name a specific university) increased by 77.0%, from 5,380 in H1 2025 to 9,520 in H1 2026. The model itself is therefore attracting greater attention, not only the individual universities entering the market. Taken together, the survey and search evidence reveal a market in transition: Awareness remains shallow across the wider student population, but active curiosity about foreign campuses and the institutions entering India is increasing.
Interest is meaningful, but not yet decisive Awareness and willingness to consider an IBC are related but distinct. Despite low recognition of individual campuses, 48% of respondents were very or somewhat interested in studying at an international branch campus in India. The neutral group is strategically important. It represents students who have not rejected the proposition but may require clearer evidence before considering it seriously. Their decision is likely to depend on how convincingly an institution explains recognition, academic parity, mobility, career outcomes and total cost. The result should not be interpreted as proof of national demand. It does, however, indicate that the model has an addressable audience if institutions can resolve the uncertainties surrounding it. Figure 7: Interest in an international branch campus in India Very interested
26% 21%
Somewhat interested Neutral
24% 10%
Uninterested
19%
Very uninterested
0%
10%
20%
30%
40%
50%
60%
70%
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Recognition and employer acceptance are the central trust barrier Figure 8: Recognition or employer acceptance of a degree awarded through a foreign university’s India campus
The home campus abroad retains a stronger pull When asked what they would choose if admitted to both the overseas and India campuses of the same university, respondents continued to favour studying abroad. Figure 9: Choice for admittance to both the overseas and India campuses of the same university
19% 41%
10%
2% 7%
Level of concern
Major Moderate Minor Not a concern
31%
Respondents were asked how concerned they would be about the recognition or employer acceptance of a degree awarded through a foreign university’s India campus. Nearly three in four respondents described recognition or employer acceptance as a major or moderate concern. This is the clearest trust barrier identified in the survey.
24% 60% 7% Preferred option
University’s overseas campus University’s India campus Depending on cost Depending on visa and immigration conditions Unsure
The concern is not only whether a degree is legally recognised. Students want to know whether employers, postgraduate institutions, professional bodies and overseas authorities will treat an India-campus qualification as equivalent to one completed at the home campus.
Only 7% selected the India campus outright, while 60% preferred the overseas campus. The result demonstrates that the appeal of international education continues to include geography, immersion and the experience of living abroad, not only the university’s name or qualification.
Reddit discussion helps explain why this uncertainty persists. IBC-specific conversations repeatedly described India campuses as “unproven” because they do not yet have established domestic alumni networks, placement records or employer relationships. Students questioned whether the global reputation of the home institution would transfer automatically to a newly established campus in India.
However, 31% made their choice conditional on cost or visa and immigration conditions. For these students, the India campus may become competitive when the financial difference is substantial or overseas mobility becomes less accessible. This is not an automatic redirection of demand; the India-campus proposition must still be strong enough to compensate for the international experience students believe they are giving up.
These conversations are not representative of all Indian students, but they reveal the reasoning behind the survey result. The concern is based not simply on regulation but on the absence of an observable track record.
When respondents were asked what would matter most when comparing the two locations, cost was the leading factor at 45%, followed by career outcomes at 24% and global exposure at 17%. Together, these considerations accounted for 86% of responses.
What students are saying online: An internationally recognised name creates interest, but students still want evidence that the India campus will deliver comparable recognition, employer access and graduate outcomes.
An effective India-campus proposition must therefore answer three questions: 1. How much will studying in India save across tuition and living costs? 2. What career and postgraduate opportunities will the qualification enable? 3. What meaningful international exposure will the student still receive?
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Figure 10: Biggest factor when choosing between abroad and an Indian campus Cost
45% 24%
Career outcomes Global exposure
17% 7%
immigration opportunities Student experience
5% 2%
university reputation Family considerations
0% 0%
10%
20%
30%
40%
50%
60%
70%
IBCs enter an established Indian hierarchy
From global brand to locally credible value
Reddit discussion also indicates that foreign campuses will be evaluated against established Indian institutions, not only against their overseas home campuses.
The combined evidence does not suggest that Indian students are rejecting IBCs. Search interest is growing, almost half of the survey respondents expressed some interest, and cost or visa conditions could make domestic delivery more competitive for a significant group.
Some users placed new IBCs below leading IITs, IIMs, BITS and other established Indian institutions because the local campuses lacked demonstrated placement outcomes and alumni networks. Others described them as options for wealthy families seeking a foreign degree without relocation, rather than as value-driven alternatives for the wider market. Three connected narratives dominated the discussion: > “Unproven and uncertain”: premium fees without an established domestic placement or employerrecognition record. > “Mid-tier locally”: a globally recognised university may not automatically occupy the same position within India’s institutional hierarchy. > “For rich students”: high fees risk positioning IBCs as exclusive alternatives for families less concerned about return on investment. These perceptions may change as campuses establish cohorts and publish outcomes. Until then, universities cannot rely exclusively on their home-campus ranking. They must build an India-specific reputation through employer partnerships, faculty quality, transparent placement reporting, visible student experience and successful graduates.
The evidence does show that interest is conditional. Students are unwilling to assume that a foreign brand guarantees an equivalent experience or outcome in India. Institutions must demonstrate academic parity and show how it operates in practice. > Strategic test for IBCs: A foreign university campus in India must explain its degree parity, international mobility, graduate outcomes and total cost through one clear student journey. If it cannot, the global brand will attract attention but may not generate sufficient trust to support enrolment.
Section takeaway: India’s IBC market is attracting growing attention, but awareness remains uneven and trust is still being formed. The institutions most likely to succeed will be those that convert global reputation into locally credible evidence of recognition, employability, international exposure and value.
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Section 5 – Affordability, ROI and employability
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Affordability is a threshold, not a secondary consideration The expansion of international education within India is often framed around its potential to offer a foreign qualification at a lower cost than completing the same degree overseas. The survey indicates that students recognise this potential but apply distinctly local expectations to what an India-delivered programme should cost. The sample also contains a relatively high proportion of students actively approaching a major education decision. School students are considering their first university destination, undergraduates are evaluating the value of their current experience and graduates are assessing whether postgraduate study should take place in India or overseas. Their responses therefore provide an early indication of how emerging international models may be understood by prospective students. When respondents were asked what they considered a reasonable annual tuition fee for a foreign university campus in India, 41% selected a figure below ₹3 lakh and a further 33% selected ₹3–5 lakh. Approximately three in four respondents therefore expected annual tuition to remain below ₹5 lakh. Figure 11: Reasonable annual tuition for a foreign university campus in India Below Rs 3 lakh
41% 33%
Rs 3-5 lakh Rs 5-8 lakh
12% 7%
Rs 8-12 lakh Rs 12-20 lakh
2% 5%
Above Rs 20 lakh
0%
10%
20%
30%
40%
50%
60%
70%
Only a minority selected a fee above ₹5 lakh, including 5% who considered more than ₹20 lakh reasonable. These expectations sit below the published pricing of several premium foreign-campus offerings and reveal a fundamental tension in the emerging market. Students may compare an India-campus programme with the cost of studying overseas, but they also compare it with established Indian public and private universities. A programme can therefore be substantially cheaper than the home-campus degree while still feeling expensive within the Indian market. The gap between student expectations and institutional pricing cannot be resolved through messaging alone. It affects the size and composition of the addressable market. Institutions charging substantially above the preferred range will need to identify which students can realistically afford the programme and demonstrate why the additional cost produces additional value. What students are telling us: An India-delivered foreign degree is expected to be priced for the Indian market—not simply discounted relative to studying abroad. acumen.education
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Scholarships shape perceptions of accessibility
Students expect a bundle of international value
Scholarships emerged as the single most important factor respondents would consider when evaluating a foreign university campus in India.
Respondents were also asked to select up to three features they would value most when considering an international university campus in India.
Most important evaluation factor
Rounded share
Most important evaluation factor
Scholarships
31%
Respondents selecting it
Study-abroad opportunities
64%
Study-abroad opportunities
19%
Tuition fees
50%
Graduate employability
17%
International faculty
48%
Tuition fees
14%
Graduate employability outcomes
41%
Industry exposure
7%
Global rankings
41%
International reputation
7%
International accreditation
33%
University ranking
5%
Research opportunities
33%
Industry partnerships
24%
Same degree certificate as the home campus
19%
Same curriculum as the home campus
12%
Scholarships ranking above tuition does not mean that the underlying price is unimportant. Instead, it suggests that students assess affordability through the price they expect to pay after financial support. Scholarship design is therefore part of the market proposition rather than only a conversion mechanism used late in the admissions process. Students need to understand how many awards are available, what proportion of tuition they cover, whether they are renewable and whether eligibility is based on merit, financial need or another criterion. Highly publicised scholarships may generate interest, but their credibility will depend on accessibility. A small number of exceptional awards will not resolve a wider affordability gap. Institutions will need a combination of scholarships, bursaries, instalment plans, financing options and potentially lower-cost progression routes if they intend to reach beyond a narrow premium segment.
Multiple-response question; respondents could recognise more than one institution
The findings show that affordability is evaluated alongside experience and outcomes. Study-abroad opportunities were selected more frequently than any other feature, followed by tuition, international faculty and employability. Students are therefore not asking only for a cheaper degree. They expect a combination of international exposure, recognisably international teaching and a credible return on their financial investment. A lower price without these benefits may not feel sufficiently international; a strong international experience without an attainable price may remain inaccessible. Relatively low selection of an identical curriculum or degree certificate should not be interpreted as evidence that academic parity is unimportant. Students may assume parity as a baseline when considering a campus carrying the university’s name. The factors they select may instead represent the benefits they use to distinguish one proposition from another.
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Social Listening: Examining the ROI Calculus in Students’ Own Words To contextualise student perceptions and awareness of IBCs in India, the analysis examined unprompted online conversation among students within the time period of 1 January 2026 to 30 June 2026, across a set of India-specific subreddits, to explain student sentiment in their own words. The analysis is divided into two sections: unbranded (noninstitution-specific) public vs private university conversation and IBC-specific conversation.
Unbranded Public vs Private A social listening query was created to capture all mentions relevant to general (non-institution-specific) discourse about public and private institutions within India’s domestic education ecosystem. Public university example keywords: “public university”, “government uni”, “state-run universities”, etc. Private university example keywords: “private university”, “private college”, “private degree”, etc. Public Universities
Private Universities
Mentions
Net Sentiment Score*
Mentions
Net Sentiment Score*
1,200
-2.69
1,471
-3.05
* Net sentiment runs on a scale of -5.0 to +5.0, based off the distribution of positive and negative mentions within a given dataset.
Four recurring themes were evident: high upfront costs, comparisons with studying abroad, uncertain career return, and Reputation & recognition. The subsections below explain how each of these are navigated in online conversation among prospective students and their peers, in their own words.
High Fees
Indian students frequently framed private degrees as a significant financial burden, weighing high tuition against the campus life and exposure they offer. While a few mentions acknowledged that select private institutions deliver a genuinely enriching, globally-oriented academic experience, the recurring tension is whether that experience justifies fees that far exceed those of local government colleges.
“I am so incredibly confused about the degrees and colleges. My parents are suggesting me local govt. colleges like i understand they r less expensive[...] Moreover, at least private uni will be give me more exposure and A CAMPUS LIFE[...]” “[Private University] is kind of a standout among private universities in India. It’s not just another “fancy campus + high fees” kind of place[...]” “[...]In a private university it might cost as much as 45,000 USD a year, which is really expensive compared to other colleges and courses while in a government or a government funded college it would cost you less than 125 dollars a year.” Studying Abroad Comparisons
Students often evaluate private Indian universities and overseas study within the same decision, since both are perceived as high-cost pathways. When the two are placed side by side, the calculation frequently favours going abroad: many note that a four-year private degree in India can rival or exceed the total cost of studying in Germany or Canada, leaving IBCs and domestic private options comparing unfavourably.
“if you have money fly abroad or private uni in India.” If ur able to afford going abroad or private unis then it might be the best imo…” “Typical private uni will charge 5 lakh per year in India so around 20 lakh for 4 years and if we include hostel, mess and some basic expenses it will go up to 30-35 lakh whereas in Germany you only need 15 lakh and in Canada 35 lakh.”
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Poor Career ROI
Recognition Uncertainty
“Private universities like [Private University] and [Private University] will cost almost 5 lakh rupees for 2 years. However, the job opportunities aren’t that great, and to be honest, for a person with a year or two gap, it is difficult to get on-campus placement.”
“Govt affiliated colleges earn well and have respect, in private universities its not great.”
Students express scepticism that private education delivers commensurate career returns, citing weak placement outcomes and limited job opportunities relative to the fees paid. Government colleges are widely seen as offering stronger networking, brand value, and local employer recognition, leaving private institutions viewed as a costlier route with a less certain payoff.
“My cousin is studying BBA at a private university in Maharashtra. The fees are quite high, but she feels the education and overall experience haven’t justified the cost.” “In India government colleges are preferred over private ones because they have better networking, higher ROI and also better faculty and research opportunities compared to private[...] At the end of the day, if we look at brand value (something that companies do seek out a lot), the government colleges are always preferred and have higher cut-offs (lower acceptance rates) than private unis.”
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Students voice persistent doubts about the reputational standing of private universities, questioning whether their degrees carry the same respect and recognition as government-affiliated institutions. Concerns about how employers may perceive a private-college background, along with scepticism toward rankings, feed a sense that private universities are a less secure choice reputationally.
“Do interviewers (consciously or unconsciously) hold your college against you? Would love to hear from people who’ve actually been through the process or know someone who has” “Rankings are pure [expletive]. Most private universities in India are dodgy just to varying extents. There are a handful of central govt run universities that are worth something - even though they have their own issues.” These narratives are directly relevant to foreign campuses. IBCs may carry an international brand, but their pricing places them within the same value comparison as premium Indian private universities. If outcomes are not visible, they risk inheriting the same scepticism. What students are saying online: High fees become particularly difficult to justify when placement outcomes, employer recognition and the wider student experience remain uncertain.
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IBC-Specific Conversation IBC-specific discourse was an extension of the themes espoused within unbranded private vs public university discussion. Students were highly cognizant of ROI and comparisons to public university alternatives, especially surrounding placements and career outcomes. The narrative of high costs took on a very specific tone in IBC-specific conversation with several users framing the education pathway as one only for wealthy individuals.
“Unproven & Uncertain”
Students perceive IBCs as carrying less predictable ROI because they charge premium fees without yet having the employer recognition, alumni networks, or placement track records of their home campuses. With no established domestic benchmark for how these branch campuses perform, many treat them as expensive, unproven experiments rather than reliable alternatives to institutions with demonstrated outcomes.
“The biggest issue with [IBC] and similar international branch campuses is that they charge premium fees without yet having the same employer recognition, alumni network, campus life, research ecosystem, or placement track record as their home campuses. In India, recruiters still heavily prioritize IIMs, ISB, FMS, XLRI, and top IITs for management roles. Until these branch campuses can consistently demonstrate strong placements and industry outcomes, many students will view them as expensive experiments rather than established alternatives.” “Historically, branch campuses of highly ranked universities tend to have weaker or less mature placement networks compared to their main campuses. That gap is driven by geography, alumni density, and recruiter familiarity. In the Indian context, this model is untested. There is no established benchmark for how foreign university branch campuses will perform in domestic placements. From an ROI standpoint, paying a premium fee for a newly launched program with no placement track record introduces significant uncertainty, especially when compared to established institutions with proven outcomes.” “I am looking to pursue my masters in Business Analytics from [IBC]. Extremely sceptical about the placements. I don’t seem to find detailed information regarding placements. If there’s anybody who has studied there or knows anything regarding the same please feel free to comment.”
“Mid/Low-Tier”
Students consistently sort universities into “tiers” within online discourse. Within these narrative threads, IBCs tend to be dismissed as “low tier” options rather than genuine top-tier institutions. Unless a branch campus belongs to an elite global brand, students argue it cannot compete on placement value with tier 1 government colleges or established local names.
“These are not even top colleges. The only good thing about them (abroad campuses) was that they could give you jobs in first world countries. But their Indian campuses will basically be tier 2 unis. If it was an actual top bschool like M7, Instead, etc then it would be a worthwhile option.” “They won’t even be able to compete on raw placement value compared to tier 1 government colleges/BITS etc.” “[IBC], [IBC], and [IBC] are very mid colleges, as is [IBC]. the only actual comparison u can draw is between tier 1s of the UK and IIMB because at least the roi is comparable.” “For Rich Kids”
Students frequently view IBCs as options aimed at wealthy families seeking a foreign degree without leaving the country, rather than a value-driven choice. High fees reinforce the perception that these campuses cater to those unconcerned with ROI, making them feel inaccessible or illogical for the majority of students.
“I have an opinion that they just opened the campus here to get the rich Indian kids. Of course I might be wrong. Can you tell more about placement opportunities and internships?” “They are only good for kids of rich businessmen who don’t care about ROI and just want a foreign degree without the inconvenience of leaving the country. For 99.99% of Indians, it makes zero sense.” “[...]I also applied to University of Liverpool Bangalore, and got in and would love to go there, but fee is too high…”
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Search Data & Social Data Read Together
Dimension
Evidence students need
The search and social data tell a two-part story. On the search side, the signal is directional and positive: Google search volumes for IBCs in India are broadly on an upward trend through 2026, and awareness is deepening as more campuses announce, receive approval, or open their doors. The rising query volumes for both named institutions and online or remote study options indicate a domestic majority that is increasingly curious about international pathways delivered closer to home.
Price
Total tuition, compulsory charges, likely living costs, scholarships and financing options.
Progression
Postgraduate, professional and international progression routes available after graduation.
Placement
Employer partnerships, internships, career support and placement outcomes reported using clear definitions.
Mobility
Which overseas opportunities are guaranteed, competitive or optional—and their additional cost.
Recognition
Qualification status, accreditation and implications for employment, further study and professional practice.
Experience
Faculty profile, cohort diversity, research, student services, campus life and access to the home university.
However, search interest for IBCs measure attention, not conviction. When students move from typing a query to voicing an opinion, the social data reveals a very different register. Unprompted conversation on India-specific subreddits is dominated by scepticism, risk aversion, and a wait-and-see posture toward IBCs that students repeatedly frame as “unproven.” The recurring anxieties are consistent and specific: premium fees without a demonstrated placement track record, absent alumni networks and recruiter familiarity, and a suspicion that these campuses exist mainly to serve wealthy families seeking a foreign degree without leaving the country. Where search behaviour signals demand, social discourse signals hesitation. This gap between attention and trust is the defining feature of the current market. Rising search volumes should not be misread as rising confidence; they more likely reflect students gathering evidence to resolve exactly the doubts the social data surfaces. Demonstrating ROI proof points would convert curiosity into commitment.
ROI must be demonstrated before enrolment For students and families, return on investment is broader than an expected starting salary. It includes the qualification’s recognition, access to employers, internships, postgraduate progression, overseas mobility, academic experience and the networks developed during the programme. Institutions should therefore communicate ROI through a transparent framework:
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This evidence should be available before students apply. Generic claims concerning “global opportunities” or “industry readiness” will carry limited weight unless accompanied by specific programme-level commitments. New campuses face a particular challenge because they cannot immediately provide longitudinal graduateoutcome data. During their early years, they will need to build confidence through confirmed employer partnerships, internship commitments, transparent career services, faculty credibility and evidence drawn carefully from comparable programmes. Home-campus outcomes can provide context, but they should not be presented as Indiacampus outcomes until local evidence exists.
Acumen
Affordability and employability are inseparable The survey and social-listening findings converge around a central conclusion: price becomes acceptable only when students can understand what the investment is expected to produce. Students may accept that a foreign university campus costs more than a conventional Indian programme. They are less likely to accept a premium when recognition, mobility and career outcomes remain uncertain. Scholarships can widen access, but they cannot substitute for a credible underlying value proposition.
Section takeaway: Affordability is not simply a question of lowering tuition. It requires institutions to align price, financial support, international experience and career outcomes into a proposition that students and families can evaluate. The institutions most likely to earn trust will be those that communicate both the total cost and the expected return with equal transparency.
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Section 6 – How students make higher-education decisions
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Students see themselves as decision-makers, but decisions are shared Higher-education choices are often presented as individual student decisions. The survey suggests that students do perceive themselves as the central decision-maker, but their choices continue to be shaped by family, digital information and professional guidance. When asked who had the greatest influence on their higher-education decisions, 45% selected themselves. Parents or family were the largest external influence at 30%, followed by social media and influencers at 10%. Figure 12: Greatest influence on higher-education decisions Myself
45% 30%
Parents or family Social media and influencers
10% 7%
School or university counsellors Education consultants or agents
5% 3%
Friends and peers Alumni
0% 0%
10%
20%
30%
40%
50%
60%
70%
The result suggests that student agency has become increasingly important. Students actively research institutions, compare programmes and form their own views concerning value and career outcomes. However, this agency exists within a wider decision ecosystem rather than replacing it. Parents and families remain important because they may provide financial support, assess risk and influence whether a student can relocate. Their concerns may also differ from those of the student. A learner may prioritise global exposure and campus experience, while the family focuses more heavily on safety, recognition, affordability and employment security. Institutions therefore need a dual communication strategy: create student interest while building family confidence. Student question: What experience and opportunities will this programme give me? Family question: Is the qualification credible, safe and worth the financial commitment? A successful proposition must answer both.
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Figure 13: What families are perceived to prefer Foreign university abroad
60% 19%
Indian university Unsure
14% 7%
Foreign university campus in India
0%
10%
20%
30%
Families are perceived to prefer conventional overseas study Respondents believed that 60% of families would prefer a foreign university abroad, compared with only 7% for a foreign university campus in India. This is a significant finding because it challenges the assumption that parents will automatically favour a domestic foreign campus as the safer or more affordable option. Families may continue to associate the greatest value with the established overseas experience, including perceived prestige, independence, international exposure and potential career opportunities. At the same time, this question captures students’ perceptions of their families rather than responses directly from parents. Students may misread or simplify parental preferences. The finding nevertheless indicates that IBCs must communicate with families as a distinct audience. Regulatory approval or a familiar university name may not be sufficient. Parents may require specific evidence concerning qualification recognition, campus safety, faculty, student support, placements, mobility opportunities and the total cost relative to studying abroad.
Digital influence extends beyond the “greatest influence” Only 10% of respondents selected social media and influencers as the greatest influence on their decision. This should not be interpreted as evidence that digital channels are unimportant. The survey asked respondents to identify the single greatest influence. Digital platforms may shape awareness and perceptions without being recognised as the final decision-maker. Search engines, Reddit, YouTube, institutional websites and social media can introduce students to options, establish narratives and influence which questions they subsequently ask families, counselors or institutions.
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40%
50%
60%
70%
The search and social-listening evidence examined throughout this report illustrates this role: > Google search activity shows growing investigation of online degrees, international branch campuses and recently announced foreign universities. > Reddit discussion frames private universities and IBCs through narratives of cost, return on investment, recognition and placement uncertainty. > Campus announcements generate rapid spikes in institutional search interest, but greater visibility does not necessarily create confidence. Digital information therefore operates throughout the decision journey. It may create the initial awareness, provide peer validation or raise concerns that must later be resolved through official information and personal advice. This has an important communication implication. Institutions cannot rely only on controlled marketing messages. Students will compare those messages with online conversations, peer experiences and search results. Where there is an information gap—particularly around fees, placements or recognition, unofficial narratives may become the dominant explanation. What the evidence means: Digital channels may not make the final decision, but they influence the options students consider and the assumptions they bring into that decision.
Counsellors and agents remain important at moments of uncertainty School and university counsellors, education consultants and agents were identified as the greatest influence by relatively small proportions of respondents. Collectively, however, they remain important sources of interpretation. TNE models can be difficult to explain. Students may require support to understand the difference between a joint degree, dual degree, pathway or branch-campus qualification. They may also seek guidance concerning recognition, overseas mobility, visa requirements, programme quality and the total cost of study.
Acumen
Counsellors and advisers are therefore likely to be especially influential when students move from general interest to evaluating specific options. Institutions should ensure that these intermediaries receive accurate, modelspecific information rather than generic promotional material. This includes clarity on: > Who awards the qualification;
> Where and how the programme is delivered;
> Whether overseas mobility is included or optional; > The full tuition and mobility cost;
External conditions may alter the timing, destination or affordability of overseas study without changing the underlying aspiration. Domestic TNE will therefore not benefit automatically from volatility in major study destinations. It must present a sufficiently compelling proposition in its own right. Strategic implication: Mobility disruption may create an opening for Indiadelivered international education, but it does not remove the need to demonstrate quality, value and international experience.
> Recognition and accreditation;
From influence to conversion
> Confirmed career and progression support.
The decision process emerging from the evidence is neither entirely student-led nor family-controlled. Students discover and evaluate options through multiple channels, families assess financial and reputational risk, and counselors or agents may help interpret complex programme models.
> Scholarship availability; and
The relatively low selection of counsellors and agents in this pulse should not be taken as evidence that they are commercially unimportant. Their influence may be concentrated at particular stages of the application journey rather than experienced as the student’s overarching source of direction.
External shocks do not automatically redirect demand to India The survey also tested whether visa, immigration and geopolitical developments were changing respondents’ study preferences. Effect of visa, immigration and geopolitical developments
Rounded share
Much more likely to study abroad
33%
Slightly more likely to study abroad
17%
No impact
33%
Slightly more likely to study in India
12%
Much more likely to study in India
5%
For institutions, conversion will depend on consistency across these audiences. A compelling student campaign will have limited effect if parents remain uncertain about recognition or cost. Strong family reassurance will not be sufficient if students see little international experience or career advantage. Adviser engagement will fail if programme information remains vague.
Section takeaway: Higher-education decisions are made through an ecosystem of student ambition, family reassurance, digital discovery and professional guidance. International education providers must build student desire and family trust simultaneously – and should not assume that uncertainty overseas will automatically redirect demand towards India.
Half of respondents said current developments made them more likely to study abroad. Only 17% said they had become more likely to study in India, while 33% reported no impact. The result runs against a common assumption that tighter visa conditions or geopolitical uncertainty will automatically redirect internationally ambitious students towards domestic provision. Some students may accelerate their overseas plans because they fear future restrictions. Others may continue to prioritise the international experience despite increased uncertainty.
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Section 7 – From opportunity to trusted demand: Strategic implications and conclusion India has created the conditions for a significant expansion of international education delivered within the country. Foreign campuses are becoming operational, collaborative models are expanding and interest in international qualifications remains strong. The evidence in this report, however, suggests that market entry alone will not create demand. Awareness remains uneven, understanding of newer education models is limited and student interest is strongly shaped by affordability, recognition, career outcomes and access to meaningful international experience. The next phase of international education in India will therefore depend less on institutional presence alone and more on whether institutions can translate that presence into a proposition students and families understand, trust and value.
Three implications for institutions 1. Make the proposition clear
• Students need to understand what they are enrolling in: where they will study, who awards the qualification, whether mobility is included, what it will cost and what opportunities it creates after graduation. • As new delivery models expand, clarity will become increasingly important. Broad claims around “global education” are unlikely to be sufficient where students are comparing unfamiliar models with established Indian and overseas alternatives.
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10K Indian Voices Report
2. Demonstrate value, not only reputation
• Recognition, affordability and employability emerged consistently across the research as important considerations. • Global brand and home-campus reputation may generate initial interest, but confidence in Indiadelivered programmes will increasingly depend on visible evidence of academic quality, employer engagement, career support and graduate outcomes. • Institutions will therefore need to demonstrate how the value of an international qualification translates into the Indian context.
3. Build trust across the decision journey
• Students do not make decisions through institutional marketing alone. Families, counsellors, search behaviour and online discussion all influence how new education models are understood. • Institutions should ensure that information concerning fees, recognition, mobility, faculty, career outcomes and academic equivalence is clear and consistent across these channels. • Where reliable information is absent, uncertainty can quickly be replaced by assumptions concerning cost, quality or return on investment.
Looking ahead
India’s international education market is moving from policy possibility towards implementation. As more campuses, partnerships and delivery models become visible, competition will increasingly centre on student trust and perceived value. The institutions most likely to build sustainable demand will be those that make new models easy to understand, establish credible evidence of quality and career outcomes, and offer a proposition that is relevant to the realities of Indian students and families.
Acumen
Conclusion India’s international-education market is moving from policy possibility to operational reality. Foreign campuses, joint and dual degrees, pathways and flexible forms of delivery can bring international education to students who may not undertake a complete degree overseas. The opportunity is substantial, but student demand is not unconditional. Learners remain attracted to international mobility and foreign qualifications while questioning whether India-delivered programmes can provide comparable recognition, experience and career outcomes. Search interest is increasing, but awareness and trust have not developed at the same pace. The defining challenge is therefore not access alone. It is trusted value. Students will not accept an India-delivered programme merely because it carries a foreign name. They expect a credible combination of affordability, recognition, employability, mobility and academic quality. Institutions that can demonstrate this combination have an opportunity to serve a far wider group of internationally ambitious learners. Those that rely on brand and regulatory approval alone may generate attention without converting it into sustainable demand.
Final message The future of international education in India will be determined not by how many institutions enter the market, but by how effectively they translate international reputation into accessible, trusted and outcome-led education for Indian students.
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Contact us connect@acumen.education
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Acumen is part of the Sannam S4 Group, established in 2008. Acumen is committed to helping ambitious university and education partners explore new growth opportunities, enter new markets and expand globally.
Voyage is an education intelligence platform supporting universities and government bodies across APAC, the UK and Europe. Voyage is committed to helping institutions understand student demand through search, social and digital evidence