International education in India: Growth, trends, & rethinking student pathways
India is rapidly emerging as one of the most dynamic and influential regions in international education. It’s now the second-largest market for international schools globally and continuing to grow faster than the global average.
Rapidly expanding networks of schools are providing an international education to increasing numbers of local students, while universities—both Indian and international—are expanding partnerships and rethinking student pathways in India.
In April, we led a series of programmes and engagement opportunities across different cities in India, including networking events, member spotlight days, and our first-ever CIS India Institute on International Admissions & Guidance. A big thank you to The British School of New Delhi for hosting and showing incredible hospitality during this inaugural event.
We discussed current realities and the future of international education through the lenses of regional context—our interactions were as enlightening as they were invigorating.
Our team represented a cross-section of our organization—executive director (Jane Larsson) and organizational leaders and subject area specialists for safeguarding and well-being (Dan Furness), school improvement and international accreditation (Sudha Govindswamy), higher education (Frederico Silva), and student pathways and educational transitions (Sarah Pearl).
This cross-section was mirrored in the people and organizations we met, all seeking to collaborate, innovate, and build more agile, connected pathways for students in an increasingly complex and changing world.
In conversations with CIS schools and universities across India one thing was clear: India is not only responding to global trends in education—it is actively shaping them.
CIS Executive Director, Jane Larsson, reflected:
“Our collective learning was deep. The incredible energy, can-do spirit, and genuine warmth of the welcomes we received motivate us to do more, offer more, help more. I already miss our ever-evolving conversations; the storytelling, the jokes, the insights. The deeper insights. The changing insights.”
Here are our key takeaways:
Students are shaping the conversation
A recurring theme throughout our time in India was Student Agency. And some of the most meaningful insights came directly from students.
At Mahindra International School in Pune, students aged 9 to 15 asked thoughtful questions that reflected a clear sense of purpose and curiosity:
“How can schools play a more active role in helping students explore those interests and recognise their individual strengths in a way that feels meaningful?”
“If you could remove one subject from school forever, what would it be?”
“What is your dream for students like us in the future?”
At Pathways School, Gurgaon, a student panellist reflected on leadership:
“My biggest takeaway was the importance of connection and trust in leadership and how those central qualities differentiate leadership from control.”
During a student and alumni panel at the CIS Institute, students reflected on the transitions to university in an ever-changing global context:
“It’s not easy to discover yourself when you live in a collectivist society in high school in India. You need to leave to gain freedom.”
“Universities mistake the international school context for readiness for new independent context of university."
These perspectives reinforce the importance of student voice in shaping meaningful, future-focused education.
India’s growth reflects ambition, and readiness to lead
The pace of change across international schools in India is significant. Growth is not limited to major cities; it is expanding into new regions, with more families choosing international education as a pathway to global opportunities.
What stands out is not only the scale, but the mindset. Schools are thinking ahead—considering how to prepare students not just for university entry, but for life in a rapidly shifting global context.
This ambition is matched by a willingness to engage, partner, and learn collaboratively.
Partnership is at the centre of progress
Across India, schools are looking for more than individual events or resources. They are seeking meaningful partnerships that help them navigate complexity and respond to change with confidence.
Through CIS membership, schools and universities are working together to:
- strengthen student pathways between school and higher education
- apply research-informed frameworks to local contexts
- build shared understanding across diverse institutions
Our inaugural India Institute on International University Admissions & Guidance reflected this approach. Hosted by The British School of New Delhi, the event brought together representatives from more than 60 universities, 14 countries, and 20 schools—creating a rich, collaborative space for dialogue and connection.
This level of engagement reinforces the role of international schools in India as active contributors to shaping global education—not just participants in it.
"Dreams are resilient-but the systems around them need to be just as intentional"—School participant
Practical, context-driven learning is essential
Across all engagements, members consistently value learning that is relevant, practical, and grounded in their context.
India-specific case studies, safeguarding frameworks, and applied tools resonated strongly because they connect directly to day-to-day decision-making in schools.
One participant reflected on a safeguarding spotlight session:
“The concerns and case studies you shared closely resonated with the context of the school I am in and the situations we have encountered […] They truly made me reflect deeply and rethink our approaches. You very rightly emphasized the importance of context and the value of co-creating solutions.”
This highlights a clear priority: ensuring that as we develop safeguarding in our schools, we must locate this within the legal, cultural, local and national contexts. Harm is universal, but how we safeguard students is deeply contextual.
Shared learning is accelerating progress
One of the most powerful outcomes of our recent engagements in India was the strength of peer learning. Schools are not only learning from and with us at CIS—they are learning from each other.
“We can undertake joint projects across the group!”
These moments of connection are helping to build a more connected, confident community—one that can respond more effectively to shared challenges and opportunities.
Accreditation is evolving from a milestone to continuous growth & improvement
At CIS, we have long advocated for accreditation as a tool for improvement, working diligently to support and empower schools to use accreditation to lead their own evolution.
Rather than viewing accreditation as a fixed milestone, embracing it as an ongoing process of reflection and organizational learning—embedded within their strategic thinking.
In India, there is a clear shift in how schools understand accreditation. They are aligning closely with our new CIS Learning Communities Protocol which supports schools to integrate strategic intent and operational procedures into their daily work and long-term planning.
A participant at one of our CIS events gave us feedback on our protocol as:
“A continuous rhythm of reflection and improvement […] where evaluation supports growth rather than interrupts it.”
Participants deeply resonated with the CIS vision of nurturing socially responsible leadership and the value of engaging with us as thought partners.
Moving forward together
What stands out most from our work in India is the combination of ambition, openness, and momentum across the community.
Members are engaging deeply, asking questions, sharing insights, and actively contributing to the evolution of international education. Their willingness to collaborate and to act on feedback is helping to shape more relevant, responsive, and impactful approaches to learning.
For CIS, the role is clear: to continue listening and supporting members as they navigate change and build stronger, more connected student pathways in India.
India is not just a region of growth—it is a region of innovation, collaboration, and leadership in international education.
As one participant reflected:
“This is just the beginning.”
Article authors: Jane Larsson, Executive Director, Frederico Silva, Director of Higher Education Services, Sudha Govindswamy, Associate Director of School Support & Evaluation, Sarah Pearl, Assistant Director, International Student Transitions & Higher Education Services, Dan Furness, Head of Safeguarding & Well-being, Kate Taverner, Content Marketing Manager