Author: Sumana Satpati & Dr. Pankaj Kumar Paul
DOI Link: https://doi.org/10.70798/Bijmrd/04051027
Abstract: The globalization of higher education has transformed universities into interconnected spaces of knowledge production, research collaboration, and academic mobility. While internationalization offers opportunities for enhancing quality, innovation, and global competitiveness, it also raises concerns regarding cultural homogenization and epistemic dependency. In response, contemporary educational discourse emphasizes the importance of balancing global engagement with local knowledge traditions. In India, the National Education Policy (NEP) 2020 advocates the internationalization of higher education while simultaneously promoting Indian Knowledge Systems (IKS) and indigenous epistemological traditions. This paper examines the global–local interface in higher education and research with particular emphasis on integrating internationalization and Indian epistemology. Using a qualitative and analytical methodology based on policy documents, scholarly literature, and reports, the study explores opportunities, challenges, and strategies for creating globally competitive yet culturally rooted educational institutions. The findings indicate that Indian epistemological traditions can enrich global knowledge systems through interdisciplinary research, sustainability-oriented perspectives, holistic education, and ethical frameworks. The paper concludes that a balanced integration of global academic standards and Indian intellectual traditions can strengthen higher education, promote knowledge diversity, and contribute to India’s aspiration of becoming a global knowledge leader.
Keywords: Higher Education, Internationalization, Indian Epistemology, Indian Knowledge Systems, Global–Local Interface, Research, NEP 2020, Knowledge Diversity.
Page No: 212-219