Category: Education

Despite travel restrictions imposed by the current U.S. administration, international education continues to be a key element of the American academic system. The 2023/24 academic year saw more than 1.1 million international students enrolled in colleges and universities across the United States. This enduring interest in U.S. higher education underscores the country’s global appeal as a premier destination for academic advancement, even in the face of tightening immigration policies.

An infographic recently released sheds light on the countries these international students hail from, ranking the top contributors. The data, derived from the Open Doors report, outlines not only the total number of students from each country but also their respective shares within the broader population of international students in the U.S.

One of the most significant developments in the report is that India has overtaken China as the leading source of international students in the United States. For the 2023/24 academic year, India sent over 331,000 students to American institutions, while China contributed 277,000. This marks a notable change in the longstanding pattern that had previously seen China dominate international student enrollment figures.

This shift is part of a trend observed in recent years, where Chinese enrollment has been steadily declining. Meanwhile, Indian enrollment has continued to rise. The New York Times reported that the increasing ambitions of India’s expanding middle class have played a central role in this transition. In its coverage, the publication noted, “Expanding middle-class ambitions have helped India take the lead,” although it also pointed out that recent disruptions in visa interview availability have created some uncertainty for prospective Indian students.

Another factor contributing to India’s top position is the demographic presence of Indians in the United States. The country hosts the largest Indian immigrant population globally, which may influence educational decisions and provide a support system for incoming students. These familial and community networks often play a critical role in encouraging higher education pursuits abroad.

While India and China continue to be the two dominant sources of international students, smaller countries have also shown noticeable growth in their representation. The Open Doors 2023/24 report highlights significant increases from Bangladesh, Nepal, and Nigeria. Bangladesh and Nepal have reached their highest recorded enrollment figures in the U.S. since the start of data tracking. Nigerian student numbers have also shown a strong upward trajectory, with a year-over-year growth of 13.5 percent.

These figures point to broader global trends in education and migration, where students from developing nations increasingly seek academic opportunities abroad, especially in countries like the United States that offer internationally recognized degrees and better career prospects.

On the other hand, the report also notes that some countries are sending fewer students than in previous years. South Korea, which remains the third-largest contributor of international students to the U.S., has seen a sharp decline. In the 2023/24 academic year, South Korea sent 43,149 students. This is a significant drop from the 73,351 students it sent in the 2010/11 academic year.

Analysts suggest that one potential reason for this drop is South Korea’s declining fertility rate. With fewer young people entering the population, the number of students available to pursue higher education—both within the country and internationally—has decreased. As a result, there is a smaller pool of South Korean students seeking degrees abroad.

These shifts in student demographics and trends underline the dynamic nature of global education flows. While longstanding contributors like China and South Korea face various domestic and external challenges that impact their student outflows, emerging nations are stepping into the spotlight. Countries with growing youth populations and rising aspirations—such as India, Nigeria, Nepal, and Bangladesh—are increasingly making their presence felt on American campuses.

Overall, the data from Open Doors reflects the evolving landscape of international education in the United States. Despite political and logistical challenges, the desire for quality education in the U.S. remains strong across the globe. International students contribute not only to the academic richness of American institutions but also to the economic and cultural vibrancy of the communities in which they live.

Even with visa restrictions and geopolitical tensions, the United States continues to draw students from every corner of the world. The reasons range from high-quality education and research opportunities to family networks and the promise of a better future.

As The New York Times observed, “Expanding middle-class ambitions have helped India take the lead,” but the picture is more complex and evolving. Students from Bangladesh, Nepal, and Nigeria are now more visible than ever, and their increased numbers suggest a diversification in the global student body. This diversification bodes well for U.S. institutions looking to broaden their international outreach and develop new academic partnerships around the world.

At the same time, the challenges faced by countries like South Korea serve as reminders of the broader demographic and social shifts that influence educational trends. Fewer young people mean fewer students pursuing higher education abroad, which may lead institutions to adjust recruitment strategies accordingly.

As the world continues to change, so too will the flow of students across borders. But one thing remains constant: the United States remains a powerful magnet for international education. Whether from India, China, South Korea, Bangladesh, Nepal, or Nigeria, students see U.S. institutions as gateways to opportunity.

In conclusion, international students remain a vital part of the American educational landscape. Their contributions span far beyond tuition dollars—they bring cultural diversity, fresh perspectives, and a global outlook that enriches classrooms and communities alike. With India now leading the pack and smaller nations growing in prominence, the face of international education in the United States is being reshaped in real time. And despite the hurdles, it’s clear that the world still looks to America when it comes to higher learning.

A remarkable surge in Indian student enrollments has propelled Asia to become the leading continent of origin for international students in the United States in 2024, according to the latest “SEVIS by the Numbers” report released by the U.S. Department of Homeland Security.

This annual report, published by the Student and Exchange Visitor Program (SEVP), reveals that student records for Indian nationals increased by a notable 11.8 percent over the previous year. Specifically, the U.S. saw an addition of 44,715 Indian student records in 2024, the largest jump among all nationalities. This dramatic growth placed India firmly at the top of the list of countries sending students to the U.S., with a total of 422,335 active student records — overtaking China, which recorded 329,541 active records, reflecting a minor decline of 824 students compared to 2023.

“Fueled by a sharp 11.8 percent increase in Indian student enrollments, Asia emerged as the top continent of origin for international students in the United States in 2024,” the report stated.

With these developments, Asia accounted for 71.7 percent of all active international student records in the country, a significant portion of which came from India and China. Together, these two countries represented over 47.5 percent of the entire Asian student population in the U.S., underscoring their dominant role in international education trends.

The total number of foreign students in the United States grew by 5.3 percent from 2023, reaching a cumulative 1,582,808 active records for F-1 and M-1 visa holders. This growth highlights a broader recovery and expansion in the international education sector following years of disruption due to the global pandemic.

Indian students also stood out in the area of post-graduation work opportunities. Nearly half — 48 percent — of all foreign students who participated in the STEM Optional Practical Training (OPT) extension in 2024 were Indian. The STEM OPT program, which allows graduates in science, technology, engineering, and mathematics fields to work in the U.S. for an extended period, attracted a total of 165,524 participants this year. Indian students’ strong representation in this area demonstrates both their academic focus and career ambitions in technical fields.

“Nearly half (48 percent) of all foreign students participating in the STEM Optional Practical Training (OPT) extension were from India,” the report noted.

In terms of academic level, the majority of Indian students in 2024 enrolled in graduate-level programs, with the data showing notable increases in both master’s and doctoral studies. Across all nationalities, master’s degree seekers grew by 9.7 percent, while those pursuing doctoral degrees saw a 4.1 percent increase. Specifically, 667,622 students registered in master’s programs and 214,824 chose doctoral tracks. These figures indicate a strong demand for advanced education among international students, with Indians leading the trend.

The academic interests of international students remained largely consistent with previous years, with Computer Science continuing as the most favored major. The report recorded 118,137 active student records in this field, reaffirming its popularity. Other top disciplines included Business Administration, Electrical Engineering, and Information Technology — all areas where Indian students have traditionally shown substantial interest and excelled.

“Computer Science remained the most popular major among international students, with 118,137 active records,” the report highlighted.

Employment opportunities for international students have also seen a significant boost. In 2024, a total of 194,554 foreign students were approved for Optional Practical Training (OPT), marking a 21.1 percent rise from the previous year. Among them, 95,384 were granted permission under the STEM OPT program, representing a substantial 54 percent increase. These numbers reflect a growing demand among students to gain hands-on experience in their fields after completing their academic programs.

“The report also noted a continued increase in employment authorization for international students. A total of 194,554 students were granted OPT in 2024, a 21.1 percent increase from the previous year, and 95,384 were authorized under STEM OPT — a 54 percent jump,” the document stated.

Geographically, California remained the most popular destination for international students, hosting 237,763 student records — the highest in the country. The Southern United States emerged as the fastest-growing region for international enrollments, recording an 8.5 percent increase. This was followed by the Midwest and Northeast regions, which also experienced healthy growth in student numbers.

“California remained the most popular state for international students, hosting 237,763 foreign student records. The South saw the highest regional growth at 8.5 percent,” the report revealed.

In terms of gender distribution among Indian students, the trend continued to show a higher proportion of male students. In 2024, the data revealed that Indian students were comprised of 38 percent females and 62 percent males. This gender pattern has remained largely consistent and reflects broader global trends in international higher education.

“In 2024, Indian students made up 38 percent female and 62 percent male enrollment,” the report observed.

Altogether, the findings of the SEVIS report point to a dynamic and expanding role for Indian students in the U.S. higher education landscape. With the highest growth in student records, dominant participation in STEM OPT, and significant enrollment in graduate-level programs, India has become the leading contributor to the international student population in the United States.

The overall rise in foreign student numbers, coupled with growing employment opportunities and a shift in geographical preferences, highlights the continued appeal of U.S. higher education among students worldwide. As Asia cements its status as the top region of origin, and India takes the lead among nations, the 2024 data underscores a shifting but strengthening global student mobility pattern centered around academic and professional aspirations in the United States.

This spring, Arizona State University (ASU) celebrated a major milestone by awarding degrees to 1,800 students from India, making it one of the largest graduating groups of Indian nationals in the institution’s history. These students were part of ASU’s largest-ever spring graduating class, which surpassed 21,000 students in total. Among these were more than 3,000 international students, reflecting the university’s growing global appeal and commitment to diversity in higher education.

India continues to be ASU’s top source of international students. The university currently enrolls around 7,000 students from India, with the majority pursuing graduate programs. This significant presence underscores the strong academic and cultural ties between ASU and India and highlights the university’s role as a leading destination for Indian students seeking advanced education in the United States.

One of the standout Indian graduates this spring was Omkaar Shenoy, a computer science student from Kerala. During his time at ASU, Shenoy made notable contributions to the university community by applying his programming skills at the Office of Media Relations. His work helped improve operational efficiency, showcasing how international students like him enrich the university beyond academics. Shenoy earned his degree from the Ira A. Fulton Schools of Engineering and is preparing to begin his professional journey with Aramark, a hospitality company based in Philadelphia.

Reflecting on his experience, Shenoy credited the university for supporting his career aspirations and helping him build a versatile skill set. “ASU was very helpful in terms of giving me the resources to find this job,” he said. “The university also gave me a great foundation in coding and a broader skill set in media and sciences, which allowed me to explore my creative side.”

Another Indian student, Ana Girish, completed her degree in aerospace engineering with a focus on astronautics. Her academic achievements have already translated into a promising career, as she has been hired as an associate product engineer by Solestial, a startup based in Arizona that specializes in developing solar panels for use in space. Girish’s accomplishment is a testament to the rigorous education and professional preparation offered by ASU’s engineering programs, as well as to the increasing role Indian students are playing in emerging technologies.

ASU President Michael Crow recently visited India and emphasized the university’s continued dedication to strengthening ties with the country. He expressed optimism about the growing number of Indian students choosing ASU for their education and reaffirmed the institution’s commitment to their success.

“ASU is a place that is deeply committed to the students who come here,” Crow said. “We are expecting more students from India than ever, and we are ready and excited to welcome students who are eager to learn and succeed.”

To celebrate its international community and recognize their contributions, ASU hosted an International Student Celebration on May 10, just ahead of its main commencement ceremonies. This event served as a platform to honor the diverse cultural and academic impact of students from around the world, particularly those from India whose presence continues to grow on campus.

ASU’s strong relationship with India is not limited to its current student body. Over the years, the university has built a vast and vibrant network of Indian alumni, now numbering more than 20,000. This extensive alumni base highlights the enduring academic connections ASU has cultivated with India and reflects the long-term impact Indian students have had on the university and beyond.

As ASU continues to expand its international reach, the rising number of Indian students and alumni stands as a testament to the university’s global reputation and inclusive academic environment. The support structures in place, from career development to academic mentoring, play a critical role in helping international students achieve success both during their studies and in their professional lives.

The increasing enrollment of Indian students also reflects broader global trends in international education, where U.S. universities remain among the most sought-after destinations for advanced study. For Indian students in particular, institutions like ASU offer a unique combination of high-quality education, practical training opportunities, and access to cutting-edge research, especially in fields like engineering, computer science, and space technologies.

Omkaar Shenoy’s journey from Kerala to Philadelphia, and Ana Girish’s transition from ASU to an aerospace startup, are just two examples of the opportunities ASU provides to its Indian student community. These success stories highlight how the university not only prepares students academically but also equips them with the skills, confidence, and resources needed to thrive in today’s competitive global job market.

The presence of more than 7,000 Indian students at ASU today, combined with its rapidly expanding alumni network, shows no signs of slowing down. ASU’s leadership remains committed to enhancing this relationship, providing Indian students with a welcoming and supportive academic home in the U.S.

As President Michael Crow remarked during his visit to India, “We are expecting more students from India than ever, and we are ready and excited to welcome students who are eager to learn and succeed.” These words reflect ASU’s broader mission of inclusivity and its dedication to preparing students from around the world to be leaders in their fields.

The university’s efforts to honor international students through events like the International Student Celebration not only acknowledge academic success but also foster a sense of belonging and appreciation for the cultural diversity that enriches campus life. These events serve as a reminder of the essential role international students play in shaping the university’s global identity.

With over 20,000 Indian alumni already making their mark around the world and thousands more currently enrolled, Arizona State University continues to be a beacon for academic excellence and opportunity for Indian students. Whether through groundbreaking work in aerospace, impactful coding contributions, or future innovations, ASU’s Indian graduates are leaving a lasting impression — one that will inspire future generations to follow in their footsteps.

In celebrating this year’s achievements, ASU has once again demonstrated its enduring commitment to empowering students from India and around the globe to reach their full potential and make a meaningful difference in the world.

The Ministry of External Affairs (MEA) has acknowledged that a number of Indian students in the United States have received notices from the U.S. government about their F-1 visa status. MEA spokesperson Randhir Jaiswal addressed the issue during a press conference in New Delhi, stating that the Indian embassy and consulates are actively engaged with the affected students.

“We are aware that several Indian students have received communication from the US government regarding their F-1 visa status. We are looking into the matter. Our Embassy and consulate are in touch with the students,” said Jaiswal.

The situation has sparked legal action from some international students. Chinmay Deore, an Indian student in the U.S., joined three other foreign nationals in filing a lawsuit on Friday against the Department of Homeland Security (DHS) and immigration officials. The lawsuit, reported by PTI, claims that their immigration status was unfairly and unlawfully terminated.

Deore filed the case alongside Xiangyun Bu and Qiuyi Yang from China and Yogesh Joshi from Nepal. All four are students at public universities in Michigan. According to their legal petition, their student status in the Student and Exchange Visitor Information System (SEVIS) was terminated without proper notice or explanation. The lawsuit emphasizes that this termination was both abrupt and illegal, putting them at risk of deportation despite having valid student credentials.

The impact of these federal actions has been significant, placing hundreds of international students in a precarious legal position. According to an investigation by the Associated Press that reviewed statements from universities and officials, at least 901 students from 128 educational institutions have seen their visas revoked or their immigration status terminated since mid-March. These institutions include a mix of prestigious private universities like Harvard and Stanford, major public schools such as the University of Maryland and Ohio State University, and smaller liberal arts colleges.

In one notable case, a U.S. federal judge intervened to temporarily halt the deportation of Krish Lal Isserdasani, a 21-year-old Indian undergraduate student at the University of Wisconsin-Madison. Isserdasani, who has held an F-1 visa since 2021, is in his final semester pursuing a degree in computer engineering.

According to court filings, “having maintained full-time enrollment and good academic standing, Isserdasani is now in the final semester of his senior year with less than 30 days remaining until an expected graduation on May 10, 2025.” The documents also noted that Isserdasani received no prior communication from U.S. Immigration and Customs Enforcement, his university, or the State Department about any changes to his visa status. His deportation, if carried out, would have prevented him from completing his degree and applying for Optional Practical Training (OPT), a post-study work program permitted under the F-1 visa rules.

The growing number of deportations is concerning. Since January, the United States has deported 682 Indians. Although many of these individuals entered the country unlawfully, there has also been a noticeable trend of student visa revocations. Some of these revocations are reportedly linked to student involvement in political protests, particularly those related to the Israel-Palestine conflict.

In many cases, students were informed via email by their school’s Designated School Officials (DSOs) that their records in SEVIS had been terminated. This cancellation invalidated their Form I-20, Employment Authorization Document (EAD), and legal student status in the U.S. The reasons cited for visa revocation ranged from relatively minor infractions like traffic violations—including speeding, driving without a licensed supervisor while on a learner’s permit, and failing to stop at a red light—to more serious but previously resolved issues such as shoplifting and alcohol-related offenses.

There have also been instances where students opted to self-deport after losing their visa status. One such case involves Ranjani Srinivasan, an Indian scholar who left the U.S. in March 2025. According to the Department of Homeland Security, Srinivasan self-deported after participating in a pro-Palestinian demonstration at Columbia University.

Another high-profile incident involved Badar Khan Suri, an Indian researcher in conflict studies at Georgetown University. He was detained on March 17 following allegations of antisemitic speech and alleged links to Hamas. Suri, however, refuted the accusations and claimed he was being targeted due to his wife’s Palestinian heritage. He is currently being held at an immigration detention center in Louisiana.

The U.S. government has recently intensified its scrutiny of international students, especially those involved in campus activism. The Department of State (DOS) has been asking students to self-deport, citing concerns over their political engagement. The crackdown is partly driven by social media reviews conducted by the DOS, which now extend to new visa applicants as well.

Even individuals applying for F (academic study), M (vocational training), or J (exchange visitor) visas may be affected by this social media screening. Based on their online activity, applicants can be denied a visa or asked to leave the country.

Understanding the student visa process is key to grasping the implications of these developments. To obtain a U.S. student visa—commonly an F-1 visa—students must first gain admission to a recognized school or university in the country. Following that, they must undergo an application and interview process at a U.S. embassy or consulate in their home country.

A major requirement for the F-1 visa is proof of adequate financial support to cover the costs of education and living expenses. While enrolled, students must maintain full-time academic status and typically face restrictions on off-campus employment. Although the State Department manages entry visas, the Student and Exchange Visitor Program, under the DHS, oversees the students’ legal status after they arrive in the U.S.

The current wave of visa revocations, student lawsuits, and legal interventions underscores a growing unease among international students in the United States. As the U.S. tightens its immigration oversight—especially for those participating in political expression—the future remains uncertain for hundreds of students caught in the crossfire of policy enforcement and academic aspiration.

For the first time in four years, there has been a simultaneous decline in the number of Indian students receiving study visas to Canada, the United States, and the United Kingdom, according to a detailed analysis of newly released visa statistics by The Indian Express.

The 2024 data reveals a notable decrease of at least 25% in the number of Indian students obtaining study permits across these top three education destinations. Canada experienced a significant 32% fall, with visa approvals dropping from 2.78 lakh in 2023 to 1.89 lakh in 2024, as reported by Immigration, Refugees and Citizenship Canada (IRCC). The United States registered an even steeper decline of 34%, with F1 student visas reducing from 1,31,000 in fiscal year 2023 to just 86,110 in 2024. Meanwhile, the UK recorded a 26% drop, with sponsored student visas granted to Indian nationals falling from 1,20,000 to 88,732, based on UK Home Office data.

This downward trend follows the introduction of stricter immigration rules, particularly by Canada and the UK, which have imposed limitations on student intake and dependent visas. These measures are largely seen as responses to growing concerns over housing shortages and the strain that large international student populations are placing on public services in these countries.

Canada, in particular, has enacted several major changes affecting Indian students. Among the most impactful is the cancellation of the Student Direct Stream program, which had previously fast-tracked applications. In addition, the Canadian government has introduced a cap on the number of study permits issued, resulting in a 35% drop in 2024 alone. It has also set a goal of reducing temporary residents to just 5% of the national population by 2026. Another 10% cut to study permit allocations has already been announced for 2025. These policy changes are being justified by officials as necessary to alleviate growing pressure on housing, healthcare, and other public systems.

Reflecting the consequences of these policies, the number of Indian students receiving study permits in Canada declined by 32% — from 2.78 lakh in 2023 to 1.89 lakh in 2024. In contrast, the decline in Chinese student permits was far less severe, dipping only slightly from 58,080 in 2023 to 56,465 in 2024 — a decrease of just 3%.

The UK has also rolled out new visa rules in 2024, with a strong focus on limiting foreign students from bringing family members. The UK Home Office acknowledged that the policy change may have “partly impacted the number of main applicant visas granted.”

Unlike the United States and Canada, where Indian student numbers were climbing until 2023, the UK had already experienced a drop in Indian student visa grants beginning in 2023. That year saw a 13% decline, with the number falling from 1,38,980 to 1,19,738. This was followed by a sharper 26% decrease in 2024.

The current decline marks a dramatic reversal from the decade-long boom in Indian student enrollments in these countries. Over the past ten years, Indian students had experienced substantial increases in visa approvals and had even surpassed their Chinese counterparts in all three destinations.

Canada had emerged as the leading choice for Indian students, with the number of visas granted rising from just 31,920 in 2015 to 2,78,160 in 2023 — nearly an eightfold increase. The UK saw an even steeper surge, with Indian student visa approvals rising more than tenfold — from 10,418 in 2015 to 1,19,738 in 2023. Meanwhile, the US saw its number of F1 visas issued to Indian students almost double, from 74,831 in fiscal 2015 to 1,30,730 in 2023.

This trend enabled Indian students to overtake their Chinese counterparts in all three nations. Even in 2024, despite the fall in total numbers, Indian students continued to outnumber Chinese students in both Canada and the United States. In the UK, Indians held the lead in 2022 and 2023, but their numbers dropped below the Chinese cohort again in 2024.

There are also distinct patterns in the academic preferences and enrollment trends of Indian students across these three countries. In Canada, a majority of Indian students tend to pursue college-level programs that offer shorter, employment-focused diplomas and certificate courses instead of traditional university degrees. In 2023, undergraduate programs slightly edged out postgraduate ones at Canadian universities, with about 16,000 study permits issued for bachelor’s programs, compared to roughly 15,640 for master’s degrees.

In the United States, the academic landscape for Indian students has changed over the years. Data from the Open Doors report shows that while engineering remained the most popular subject until the 2017–18 academic year, mathematics and computer science have since become the top fields of interest. In the most recent data, 37.5% of Indian students were pursuing studies in math and computer science, compared to 35.4% in engineering. Indian students in the US have consistently leaned toward postgraduate studies more than undergraduate education.

The UK reflects similar patterns. A large portion of Indian students in the UK pursue postgraduate degrees, with the UK Home Office noting that “four out of five Indian students — or 80% — were enrolled at the master’s level.” This postgraduate preference has intensified over time. According to the Higher Education Statistics Agency, the share of Indian undergraduates in the UK has significantly dropped — from around 50% in 2014 to just 20% in 2024.

In summary, the steep fall in Indian student visa approvals in 2024 across Canada, the US, and the UK ends a decade of consistent growth and signals a major shift in global education mobility trends. The tightening of immigration policies, especially in Canada and the UK, appears to be the central reason behind the decline. While Chinese student numbers have largely remained stable, Indian students have been disproportionately affected by these changes. Whether this trend continues in the coming years will likely depend on how these destination countries balance their policy goals with the demand for international education and talent.

A newly proposed bill in the US Congress is creating widespread anxiety among global student communities, as it seeks to eliminate the Optional Practical Training (OPT) program. The OPT provision allows international students in STEM (Science, Technology, Engineering, and Mathematics) fields to stay in the US for up to three years post-graduation while gaining work experience.

If enacted, this legislation could abruptly cut off a critical link between academic achievement and professional development, severely impacting the higher education system and tech sector in the United States.

Understanding OPT and Its Importance

The OPT program offers temporary employment authorization to international students holding F-1 visas, enabling them to work in the US for one year following graduation. For students in STEM disciplines, there is an additional 24-month extension available, allowing a total of three years of practical training in the US.

This timeframe plays a pivotal role in helping international students:

Gain essential work experience in the US job market

Manage and begin repayment of education loans

Pursue long-term employment through H-1B visa sponsorship

Once their OPT period concludes, students who haven’t secured another visa status such as the H-1B are required to exit the US. The OPT period thus serves as both a professional stepping stone and a legal cushion for recent graduates.

Implications Beyond Indian Students

Although Indian nationals make up the largest segment of the international student population in the US—over 300,000 during the 2023–24 academic year, according to Open Doors 2024—the consequences of this bill would extend to all international students with F-1 and M-1 visas.

Students from China, South Korea, Brazil, Nigeria, and other countries, particularly those pursuing STEM degrees, depend on the OPT period to launch their careers in the US and repay their often substantial student loans. A sudden end to the program could disrupt countless academic and career trajectories.

The Growing Alarm Over the Bill

While this isn’t the first attempt to reduce or eliminate OPT, the timing and political context have heightened anxieties. The bill appears in the midst of a rising anti-immigration sentiment in the US, especially with the upcoming elections driving a more hardline approach.

Recent developments exacerbating these concerns include:

Increased deportations and more intense scrutiny of student visas

F-1 visa holders rushing to find employment that offers H-1B sponsorship

Students postponing or cancelling international travel due to fears of re-entry issues

Even elite institutions such as Yale, Columbia, and Cornell have reportedly advised students to avoid traveling abroad during the summer, fearing complications upon return.

Effects on Mental Wellbeing, Career Paths, and Loan Repayment

This uncertainty is dramatically changing conversations on university campuses. Where students once discussed topics like coding boot camps and summer internships, they are now flocking to immigration information sessions and legal Q&A forums.

The most immediate and profound impact is the potential loss of access to the US job market during a crucial early-career period. Many international students rely on the OPT years to:

Gain professional exposure

Strengthen their resumes

Earn income that helps offset tuition costs, which can exceed $60,000 annually

Losing OPT would force many students to leave the US right after graduation, throwing their career plans into disarray and making student loan repayment far more difficult.

Could This Redirect Students to Other Countries?

The United States has long held a reputation as the preferred destination for international students, but that dominance could face serious challenges if the OPT program is removed.

There’s already evidence of shifting interest, with a 20 percent increase in applications to other destinations such as Canada, the UK, and countries across Europe. Many parents are now actively asking educational counselors about alternatives that offer more reliable post-graduation work rights.

Countries like Canada, which offers a generous Post-Graduation Work Permit (PGWP), and Germany, known for its Blue Card pathway, are becoming increasingly appealing for students who want both world-class education and viable career options afterward.

Support From Universities and Employers

Recognizing the threat posed by the potential elimination of OPT, US universities are taking proactive steps to support their international student communities. These include:

Organizing campus sessions with immigration attorneys

Establishing networks of support and guidance

Helping students accelerate their applications for the H-1B visa

On the employer side, many tech companies are openly voicing support for OPT. These firms not only benefit from the reduced costs of hiring international students on temporary work authorization but also value the global talent and expertise they bring.

Advice for Students in the Face of Uncertainty

Given the situation, international students—both current and prospective—are being advised to plan carefully. Those currently on OPT or close to graduation should:

Start the process of obtaining H-1B sponsorship early and participate in the visa lottery

Consult immigration attorneys or legal advisors for tailored advice

Explore alternative destinations offering stable and accessible work visa policies

For those planning to pursue education in the US, it is now essential to factor in the risk that the OPT program may be revoked and to have contingency plans in place.

Final Reflections

Should this bill pass, the implications for international students in the US would be profound. The proposed law could dismantle a key pathway from education to employment, jeopardizing the futures of thousands of students and possibly deterring many more from ever applying to study in the US.

While supporters of the bill may argue it aligns with efforts to tighten immigration policies, the reality could be far more damaging. It threatens to trigger a substantial brain drain and significantly alter global patterns in higher education and workforce development.

As the debate unfolds, students, families, educators, and employers alike are watching closely. One thing is clear—removing OPT would not just change lives, but reshape the role of the United States in the global education and tech talent ecosystem.

For nearly ten years, I’ve worked closely with hundreds of students and their families as an extracurricular coach at Spike Lab. During this time, I’ve seen these students accomplish extraordinary feats — winning prestigious awards, securing venture capital, launching businesses, and initiating impressive projects. These achievements have set them apart in the ultra-competitive college admissions landscape, where standing out both inside and outside the classroom is essential. Many of these students have earned spots at top-tier institutions like Stanford, Harvard, and Princeton.

As I collaborated with them, I gained insights not just into the students’ strengths but also into their family dynamics. Across the board, I noticed a pattern among the parents of these high-achievers. They all tended to do a few key things — early and consistently — that helped lay the foundation for their child’s success. Here are four of the most important habits I’ve observed.

First, these parents avoid “snowplow” parenting. This approach involves removing all obstacles from a child’s path in an attempt to make life easier for them. It can be as minor as a parent coordinating emails on their child’s behalf (sometimes even pretending to be the child), or as major as writing the student’s college essay for them. Although these actions may be driven by love and the desire to help, they ultimately backfire.

This kind of parenting teaches children that they don’t have to take responsibility for their own actions — that someone else will always step in to solve their problems. In contrast, the most successful students I’ve worked with are those who learn to take charge, especially when things get tough. Instead of shielding them from challenges, the parents of these students serve as supportive advisors who only step in when truly necessary.

Letting children experience the natural outcomes of their inaction — like missing a deadline or falling short on a project — can teach them powerful lessons. They’re less likely to repeat the same mistakes when they face real consequences. As a result, they grow into more resilient and self-sufficient individuals.

Second, these parents show genuine respect for their children’s interests. I’ve worked with students who have pursued highly specific and unconventional passions, and I’ve seen them achieve remarkable results. For example, one student developed an elementary school math curriculum based on baseball statistics. Another started a knitting circle specifically for athletes. These projects weren’t chosen because they were “impressive” on paper, but because the students cared deeply about them.

While it’s natural for some parents to want to guide their children toward more “serious” or traditionally successful pursuits, it’s more beneficial to let kids follow their passions. “You never know what kind of success can come from supporting those passions and helping them flourish,” I’ve observed. Encouraging children to dig deeper into their own curiosities often leads to greater engagement, creativity, and fulfillment.

However, that doesn’t mean every hobby needs to evolve into a lifelong commitment. Not all interests will become passions, and that’s okay. It’s also critical that parents avoid nudging their children into activities solely because they believe it will strengthen a college application. Authenticity matters far more, both for personal growth and for standing out in admissions.

Third, successful parents nurture independence from an early age. Today, it’s not unusual to see elementary schoolers with schedules as busy as high school seniors — soccer practice, art classes, music lessons, tutoring sessions. While structured activities can be valuable, they often leave little room for free, unstructured time — and that’s a problem.

Research supports the idea that children who spend more time in unstructured environments develop stronger independence. I’ve seen firsthand how beneficial this can be. One of my most emotionally mature students, for instance, had been walking to school by themselves from a young age. This simple habit gave them a sense of autonomy and confidence that carried over into many areas of their life.

Even seemingly small, everyday decisions — like choosing what to wear or what to eat — can help kids build decision-making skills. Encouraging this kind of autonomy early on fosters not just independence, but also creativity and self-assurance.

Fourth, the parents of thriving students consistently model positive behavior. This is arguably one of the most powerful yet overlooked parenting strategies. Children are constantly observing the adults around them, and they tend to adopt the behaviors they see modeled at home.

If you want your kids to develop healthy screen habits, don’t constantly be on your phone when you’re around them. If you want them to value physical fitness, make sure they regularly see you exercising. “Think about the person you want your child to become,” I always suggest. “Ask yourself: Am I demonstrating those traits in front of them?”

It’s not just about what you say, but what you do. Children pick up on inconsistencies between your actions and your words. If you stress the importance of responsibility, purpose, and hard work, but your own habits suggest otherwise, your message won’t resonate. But if you live those values out loud, they’re more likely to stick.

Ultimately, these four strategies — avoiding over-involvement, honoring children’s interests, encouraging independence, and setting a strong example — create an environment where kids can truly thrive. It’s not about micromanaging their every move or molding them into a specific idea of success. It’s about giving them the tools, confidence, and support to carve their own path.

I’ve seen this formula work again and again. The students who succeed not just in college admissions but in life are those who were trusted early on to take responsibility, explore their interests, and learn from their mistakes. Their parents aren’t perfect, but they understand the long-term value of raising independent, motivated, and self-aware young adults.

As a coach, it’s been a privilege to witness their journeys — and it all starts at home, with the quiet yet powerful influence of a parent who leads with intention and trust.

For Rakesh Khurana, understanding the mission comes first. Without it, decisions about what to do next and how to proceed lose meaning.

That guiding principle has shaped Khurana’s tenure as the Danoff Dean of Harvard College, a role he will step down from at the end of the academic year after 11 years. He will return to teaching in the Faculty of Arts and Sciences and at Harvard Business School.

Khurana, who serves as the Marvin Bower Professor of Leadership Development and a professor of sociology, first arrived at Harvard in 1993 as a graduate student. He earned a master’s in sociology in 1997 and a Ph.D. in organizational behavior in 1998.

During his time as dean, he worked to enhance opportunities in the arts and public service, reorganized office infrastructure to better support students, helped launch the Intellectual Vitality initiative, and championed the recruitment of students from diverse backgrounds.

He also established a presence on Instagram, affectionately called the “Deanstagram.” In this edited conversation, Khurana discusses his accomplishments, lessons learned, and reflections on Harvard’s community.

Khurana is among the longest-serving deans of Harvard College. Reflecting on his tenure, he finds particular satisfaction in having served in what he considers the best role in higher education. As an immigrant, he grew up in a family that regarded higher education as sacred, with Harvard being a symbol of that ideal.

From the outset, his administration focused on being a mission-oriented institution, committed to educating citizen leaders. This mission was pursued through the transformative experience of a liberal arts and science education, emphasizing intellectual, social, and personal development.

“One of the things that I feel good about is that there’s a strong sense of understanding of the College’s mission,” Khurana said. “That clarity has let us take numerous actions on everything ranging from adopting an honor code, which is emblematic of the kind of aspiration that we want to have for our students, to the renewal of the Gen Ed program, which occurred at a time when there was a debate over whether it would even continue.”

The commitment to a broad general education anchored in the liberal arts remains vital. He highlighted Professor Michael Sandel’s renewed “Justice” class as an example of an intergenerational connection between students and alumni, bridging past and present while addressing contemporary issues.

Khurana also takes pride in the Intellectual Vitality initiative, which his team had worked on for several years. A data-driven yet adaptable approach enabled Harvard to focus on substance rather than trends. He hopes that his legacy includes a steadfast commitment to the mission while ensuring institutional evolution.

“To be in a place where the past is being honored, the present is being contended with, and where the future is being shaped through research is an incredible privilege,” he said.

Reflecting on challenges faced during his tenure, Khurana believes that universities both reflect and magnify the world beyond their campuses. The opportunity to bring together students from diverse backgrounds is invaluable but requires intentional community-building efforts.

“Creating this community requires building a lot of capacities and skills and role modeling,” he noted. “Maybe in the past we could take for granted that this all existed, but I think we can’t assume that students and faculty and staff are coming here with this understanding.”

Acknowledging that Harvard is not a perfect institution, he emphasized its long-standing recognition that excellence takes many forms. This evolving understanding moves the university closer to its motto of veritas.

Khurana, an organizational sociologist who has studied institutions, leadership, and bureaucracy, found that the practical experience of being dean was different from what he had anticipated. The gap between knowing theories and implementing them became evident.

Three principles remained central to his leadership: mission, vision, and values. “The power of that is something I’d been teaching about for years, and it’s so interesting to see how powerful it is and how easy it is to forget,” he said. He ensured that every meeting started by reaffirming the College’s mission.

Another lesson was the scrutiny that comes with leadership. “When you’re in a position of responsibility, you are constantly role modeling,” he observed. “People are not just paying attention to what you say, but to what you do. Your walk has to be your talk.”

Khurana likened leadership to coaching, where one helps individuals align their aspirations with their skills. In the process, he found that he was also coaching himself. He also recognized that everyone is a work in progress and that surrounding oneself with people committed to the mission, vision, and values fosters trust and progress.

The most challenging moment of his tenure was the COVID-19 pandemic. Harvard had to adjust to a world without the campus experiences that define it—the serendipitous interactions, diverse perspectives, and shared spaces. “To de-densify campus in a short time period, to try to deal with the reality of the situation, the uncertainty that it presented, and keep academic continuity… That was the most challenging moment,” he said. Despite the difficulties, he was proud of how the university came together as one institution to navigate the crisis.

“Harvard is not a perfect institution. I don’t think we should be a perfect institution because if we were coming close to that ideal, that would mean we are not playing a big enough game,” he remarked.

Khurana has been vocal about declining trust in higher education and believes rebuilding it requires reinforcing Harvard’s core strengths. The university’s legitimacy, he said, is rooted in academic excellence and meritocracy.

“There are three things that institutions like ours should be doing,” he stated. “One is that we convene excellence—in our faculty, our students, and staff.” He believes highlighting excellence in bringing people together is essential.

Second, he emphasized Harvard’s commitment to veritas. “We need to be an institution that lives with an uncomfortable truth rather than a comfortable delusion.”

Third, he advocated for streamlining the institution. Harvard has a responsibility to foster open discussions on complex issues. It must also ensure that families investing in education receive effective teaching while upholding the moral responsibility of shaping young minds.

“When you are politicized, people believe you are producing biased research, not encouraging independent thinking, inculcating ideology, or not allowing for conversations on difficult topics,” he warned.

Many in the community view Khurana as approachable. He admits this wasn’t always the case. As a college student, he often ate meals alone, preferring to immerse himself in academic discussions with scholars like Max Weber and John Stuart Mill through books. Over time, he realized the value of learning from peers.

He attributes his sense of humility to his mother, who taught him, “Nobody’s better than you, but you’re also not better than anyone else.” This perspective encouraged him to engage with everyone, from faculty to custodial staff, recognizing that each person has an interesting story to share.

“I would often look for the student who was sitting by themselves at a meal and think to myself, ‘I wish somebody would have sat with me at that time,’” he said. That inclination led him to become a faculty dean at Cabot House, where he became comfortable initiating conversations.

Born in India, Khurana’s parents immigrated to the U.S. in pursuit of better educational opportunities for their children. His mother was a public school teacher in the Bronx, and his father was an accountant. His mother prioritized access to the best schools, even moving neighborhoods to secure better educational prospects.

He began his higher education at SUNY Binghamton before transferring to Cornell, encouraged by a professor who saw potential in him. That moment exemplified the power of a teacher’s belief in a student, which Khurana now strives to recreate for others.

His path to Harvard started when an HBS faculty member visited the tech startup where he worked and encouraged him to apply to graduate school. The following year, he was at Harvard.

One of his greatest joys is being on campus. “To be in a place where the past is being honored, the present is being contended with, and where the future is being shaped through research is an incredible privilege,” he said.

Looking ahead, Khurana plans to continue sharing his experiences on Instagram, believing that transparency can help rebuild trust in institutions. “You can’t tell that Harvard is trying to be the best for the world. You have to show it,” he said.

The United States saw student visa denials reach a decade-high in the last fiscal year (October 2023 to September 2024), with 41% of F-1 visa applications from all countries rejected, nearly doubling the rejection rate from the 2014 fiscal year, according to an analysis by The Indian Express of U.S. State Department data.

During the 2023-24 fiscal year, the U.S. received approximately 679,000 applications for F-1 visas, of which 279,000 (41%) were denied. This marked an increase from the 2022-23 fiscal year, when 253,000 applications (36%) out of 699,000 were turned down.

Although the U.S. State Department did not disclose country-specific rejection rates for F-1 visas, The Indian Express previously reported on December 9, 2023, that the number of student visas issued to Indians in the first nine months of 2024 had dropped by 38% compared to the same period in 2023.

Over the past decade, the total number of student visa applications fluctuated, reaching a peak of 856,000 in 2014-15 before declining in subsequent years. The lowest number was recorded in 2019-2020 during the COVID-19 pandemic, with just 162,000 applications. Post-pandemic, applications steadily increased but saw a slight decline of 3% in 2023-24 compared to the previous year, from 699,000 to 679,000. The 279,000 denials in 2023-24 represented the highest percentage of rejections in at least a decade. The total number of F-1 visas issued in the last fiscal year was 401,000, down from 445,000 in 2022-23.

The F-1 visa is a non-immigrant visa category for students attending academic institutions in the U.S., while the M-1 visa is for vocational and non-academic programs. The Indian Express analysis focused on F-1 visas, which account for over 90% of U.S. student visas issued annually.

When asked about the reasons behind the increase in F-1 visa rejections, a Department of State spokesperson told The Indian Express, “All visa adjudications are adjudicated on a case-by-case basis, in accordance with the provisions of the Immigration and Nationality Act (INA) and applicable federal regulations.”

The State Department did not provide country-specific rejection data for F-1 visas, stating that it does not “publish data to the granularity requested.” Additionally, the department cited a “change in methodology” for calculating visa data from FY2019 onwards and directed queries to the annual ‘Report of the Visa Office’ for finalized fiscal year statistics.

“Our previousmethodology was based on a count of workload actions, which were not linked by application. The new methodology more accurately reflects final outcomes from the visa application process during a specified reporting period. The new methodology follows visa applications, including updates to their status (i.e., issued or refused), which could change as the fiscal year progresses, or result in slight changes in data for earlier years. Therefore, beginning with FY 2020, individual monthly issuance reports should not be aggregated, as this will not provide an accurate issuance total for the fiscal year to date,” the spokesperson explained.

While country-specific breakdowns of F-1 visa rejections remain unavailable, The Indian Express reported last December that 64,008 student visas were issued to Indians between January and September 2024, down from 103,000 during the same period in 2023. The U.S. State Department’s website has since updated its monthly reports from March to September, revising the total issued for the nine-month period to 63,973.

For comparison, 65,235 student visas were issued to Indians during the same period in 2021, and 93,181 were granted in 2022.

Indian students represent a significant share of the international student population in the U.S. According to the Open Doors 2024 report, Indian students outnumbered their Chinese counterparts in 2023-24, becoming the largest international student group in the U.S. with a 29.4% share. A record 331,000 Indian students were studying in the U.S. during the 2023-24 academic year, the highest number on record.

The rising F-1 visa rejection rate comes amid broader policy shifts in other countries aiming to curb international student numbers.

In 2024, Canada announced a cap on study permits, reducing approvals by 35% compared to 2023. The Canadian government attributed this decision to concerns about the strain international students place on housing, healthcare, and other public services. Canada has also planned an additional 10% cut in study permits for 2025.

Similarly, the United Kingdom, where Indian students are the second-largest international student group, has implemented measures to limit the influx of foreign students. New restrictions prevent foreign students from bringing dependents to the country. As a result, international student enrollment in British universities has dropped by up to 40%.

Thousands of international students in the United States are now facing an uncertain future following the suspension of several major scholarship programs, including Fulbright. The U.S. State Department has halted federal funding for these initiatives, leaving students without financial support.

Halyna Morozova, a Ukrainian international student enrolled at Southern Illinois University Edwardsville under the Fulbright program, shared her concerns with ABC News. Instead of receiving a full month’s financial aid, she was given only one week’s worth of funding.

Morozova, who teaches the Ukrainian language at the university, was informed by the Institute of International Education (IIE) that her usual monthly grant of $750 had been reduced to just $187.50. She expressed deep concern about her ability to continue her studies in the U.S. due to the uncertainty surrounding her financial support.

Another affected student, Frida Larios from California State University, found out about the funding suspension while already in Seoul, South Korea, as part of the Gilman scholarship program. Larios had expected to receive about $3,000 for her trip but has since been left in financial limbo, as reported by the New York Times.

The U.S. State Department announced in February that it was temporarily halting grant funding, affecting various study-abroad scholarships and government exchange programs. Although the funding was initially set to resume on February 27, it remains suspended, prolonging uncertainty for students and scholars.

According to the Fulbright Association, this suspension has directly impacted over 12,500 U.S. nationals who are either currently abroad or preparing for international exchange programs. Additionally, another 7,400 foreign nationals studying in the U.S. are expected to be affected by the funding freeze.

“The freeze on State Department grant programs threatens the survival of study abroad and international exchange programs that are essential to U.S. economic and national security,” the Association of International Educators (NAFSA) stated in a press release.

An Indian student on Optional Practical Training (OPT) faced an unexpected nightmare while returning to the United States. His journey took a drastic turn when his F-1 visa was revoked at the U.S. Customs and Border Protection (CBP) pre-clearance in Abu Dhabi, leaving him stranded in India and separated from his wife.

Sharing his ordeal on social media, the student revealed that CBP officers informed him that he lacked sufficient proof of employment, which led to the visa cancellation. However, his wife, who was traveling with him, was allowed to proceed to the U.S., forcing him to visit the American embassy for a new visa interview.

Detailing the incident, he wrote, “They analyzed I have insufficient proof of my work that I was doing, though I had all the supporting documents like EAD, job offer letter, vacation approval letter, valid I-20. They withdrew my visa and put cancelled on visa stamp. I still have active I-20 and SEVIS.”

Many pointed out that the long visa appointment wait times in India could jeopardize his OPT status. Moreover, the fact that his visa was marked as “canceled” rather than “canceled without prejudice” could impact his chances of securing future U.S. visas.

The Indian student also mentioned that his company is currently filing for an H-1B visa for him. However, this rejection has left him uncertain about his future. If his F-1 visa is denied, the wait for H-1B processing could stretch for months, further complicating his situation.

This incident serves as a stark reminder that even those with valid visas cannot take their travel for granted. A minor issue or an unexpected stopover can upend years of effort within minutes.

Indian students on Optional Practical Training (OPT) in the U.S. are caught in a difficult situation as visa sponsorships become harder to secure. With H-1B visa chances declining and companies increasingly reluctant to sponsor foreign workers, many are left scrambling for alternatives. The uncertainty has led some to consider leaving the U.S. before their OPT expires, but the possibility of returning without complications remains unclear.

In an effort to legally extend their stay, some students have applied for a second degree to obtain another F-1 visa after their OPT ends. However, this path is risky, as a rejected F-1 visa application could result in being denied re-entry into the U.S. Further complicating matters, American immigration rules impose restrictions on students beginning a new academic program. Even if their previous F-1 visa remains valid, they are often not allowed to re-enter the U.S. more than 30 days before the start of their new classes.

The situation becomes even more precarious for those who overstay their visa. Remaining in the U.S. beyond the authorized period can jeopardize future F-1 and H-1B approvals. Meanwhile, hope for securing an H-1B visa is fading, as many OPT workers report that their employers are refusing to sponsor applications this year. Some are exploring self-petition options, but many find themselves forced to pursue another degree simply to maintain their legal status.

For thousands of Indian students in the U.S., this has turned into a distressing ordeal. The intricate visa system, combined with rigid immigration policies, is making it increasingly difficult for them to stay in the country. As their options diminish, they are left navigating a system that offers few clear solutions and significant risks.

The Embassy of India in Washington, D.C., in collaboration with the Ministry of Education, the University Grants Commission, and the Department of Agricultural Research and Education of India, has launched the second round of the virtual mentoring series ‘MARG’ – Mentoring for Academic Excellence and Research Guidance. This initiative aims to connect Indian-origin faculty from U.S. universities with students and researchers from Indian universities, according to an official press release.

“This endeavor connects Indian universities across regions with top U.S. universities. Students and researchers will get exposure to latest developments, research and innovation, and skilling opportunities from Indian origin professors in the U.S.,” the release stated.

Faculty of Indian origin from prestigious U.S. institutions such as Stanford University, Purdue University, the University of Maryland, and George Mason University are participating in this series.

During the launch of the second round on March 7, Deputy Chief of Mission Ambassador Sripriya Ranganathan emphasized the growing ties between India and the U.S. in academic, research, innovation, and industrial sectors, particularly in critical and emerging technologies. She credited the leadership of both nations for driving this collaboration forward.

The MARG series plays a significant role in fostering the exchange of ideas and providing guidance on global educational and research opportunities, particularly in technology-related fields such as artificial intelligence, semiconductors, biotechnology, cybersecurity, and agricultural technology.

Expressing gratitude to Indian-origin professors in the U.S. for their contributions to the initiative, Ranganathan encouraged them to maintain connections with Indian universities beyond this series. She also urged them to engage more frequently with faculty and researchers, and to take advantage of Indian government programs such as SPARC, VAIBHAV, and GYAN to visit India for collaborations in research, innovation, skilling, and educational exchanges.

Leaders from participating Indian universities, including directors and vice-chancellors, emphasized that these sessions would greatly benefit students and faculty involved in teaching, skilling, and research in critical and emerging technologies.

India recently became the leading source of international students in the U.S., marking a significant milestone. However, this achievement feels hollow for many young graduates struggling to secure stable employment. A recent social media discussion has highlighted growing concerns among Optional Practical Training (OPT) candidates. A recruiter disclosed that their company’s legal team had advised against hiring OPT and TN visa holders due to immigration uncertainties.

Responding to this revelation, several recruiters from different companies acknowledged that while they had previously hired student visa candidates, they were now pausing this practice. Surprisingly, companies are still open to H-1B transfers, but OPT candidates are finding themselves shut out of job opportunities. The primary reason behind this shift is the unpredictability of the H-1B lottery. Employers are hesitant to take on the risk in a politically volatile environment, where visa policies could change unexpectedly.

As the U.S. adopts an increasingly restrictive stance on work visas, Indian graduates are now being viewed as a liability by employers. Some even argue that eliminating OPT and H-1B visas helps maintain higher wages for American workers. This trend could have devastating consequences for more than 300,000 Indian students in the U.S. Without a job offer, they cannot secure an H-1B visa, leaving them with no choice but to leave the country upon completing their studies.

Indian Institute of Science (IISc) has emerged as the top-ranked institution in India, securing a position between 201-300 in THE World Reputation Rankings 2025. IISc has achieved an overall score ranging from 26.9 to 34.2. Following closely, the Indian Institute of Technology (IIT) Delhi and IIT Madras have also been ranked in the 201-300 range, making them the next best institutions in the country. These two institutions share the same overall score bracket of 26.9-34.2. Meanwhile, Siksha ‘O’ Anusandhan has secured the fourth position in India based on the prestige rankings in THE World Reputation Rankings 2025.

For the 14th consecutive year, Harvard University has topped THE World Reputation Rankings. Close behind, the Massachusetts Institute of Technology (MIT) and the University of Oxford have secured second place, while Stanford University and the University of Cambridge share the fourth position.

The University of Oxford has achieved the highest reputation ranking for a UK institution in a decade. This development indicates that its academic prestige is beginning to align with its consistent performance in global rankings.

Among the top 10 universities, Ivy League institutions Princeton University and Yale University have secured the seventh and ninth positions, respectively. Additionally, China’s Tsinghua University has been placed eighth, while Japan’s The University of Tokyo ranks 10th. The University of Tokyo has significantly improved its position, climbing 18 places from its previous 28th rank in global university rankings.

For the first time, THE World Reputation Rankings 2025 has incorporated six performance indicators to provide a more comprehensive evaluation of university reputations. This approach reflects the growing significance of academic reputation among the global academic community.

Several universities have newly entered the top 50 most prestigious institutions worldwide. Among them are LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester. Additionally, four new countries—Chile, Malaysia, Poland, and Portugal—have made their debut in THE World Reputation Rankings this year.

Harvard University has once again secured the top position in the Times Higher Education (THE) World Reputation Rankings, maintaining its dominance for the 14th consecutive year. Close behind, the Massachusetts Institute of Technology (MIT) and the University of Oxford have tied for second place, while Stanford University and the University of Cambridge share the fourth spot.

The University of Oxford’s strong showing marks the highest reputation ranking for a UK institution in the past decade. This rise suggests that Oxford’s prestige for academic excellence is finally aligning with its overall performance.

Among the top 10 institutions, Ivy League members Princeton University and Yale University secured the seventh and ninth positions, respectively. Additionally, China’s Tsinghua University ranked eighth, and Japan’s University of Tokyo made a significant leap, ranking 10th—18 places higher than its 28th position in the overall world rankings.

Several universities have made their way into the top 50 most influential academic institutions. These include LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester. Moreover, four new countries—Chile, Malaysia, Poland, and Portugal—have made their debut in THE World Reputation Rankings this year.

The top 10 universities in THE Rankings are as follows:

Harvard University – United States

Massachusetts Institute of Technology – United States

University of Oxford – United Kingdom

Stanford University – United States

University of Cambridge – United Kingdom

University of California, Berkeley – United States

Princeton University – United States

Tsinghua University – China

Yale University – United States

The University of Tokyo – Japan

The 2025 edition of THE World Reputation Rankings incorporates six performance indicators for the first time. This change aims to offer a more comprehensive evaluation of institutional reputation and reflects the increasing importance of reputation within the academic community.

The Times Higher Education (THE) has released the World University Reputation Rankings 2025, with Harvard University once again claiming the top spot. This marks the 14th year in a row that Harvard has led the rankings. The Massachusetts Institute of Technology (MIT) and the University of Oxford follow in joint second place, making Oxford the highest-ranked UK university in the reputation rankings since 2015.

The rankings evaluate universities based on their perceived academic excellence, as judged by leading scholars across the globe. The assessment offers valuable insights into how institutions are regarded internationally in terms of their research and teaching quality.

Top 10 Universities in the World University Reputation Rankings 2025

1. Harvard University (United States) – 99.9
2. Massachusetts Institute of Technology (United States) – 99.7
3. University of Oxford (United Kingdom) – 99.7
4. Stanford University (United States) – 99.6
5. University of Cambridge (United Kingdom) – 99.6
6. University of California, Berkeley (United States) – 98.7
7. Princeton University (United States) – 95.1
8. Tsinghua University (China) – 92.2
9. Yale University (United States) – 91.8
10. The University of Tokyo (Japan) – 90.7

In addition to securing the top overall position, Harvard is also tied for first place in a new measure assessing voter diversity, alongside Oxford and Cambridge. This further reinforces its influence on a global scale. Oxford’s move to joint-second is particularly notable, as it aligns with its dominance in the overall THE World University Rankings, where it has maintained the number one position for the past nine years.

Meanwhile, Tsinghua University continues to hold onto its eighth-place ranking, remaining the top-ranked institution from China and Asia.

This year’s rankings highlight a more diverse global representation, with universities from various regions gaining recognition. Several institutions, including LMU Munich, KU Leuven, Sorbonne University, the University of Melbourne, the University of Hong Kong, and the University of Manchester, have made it into the top 50 most influential university brands.

Moreover, the 2025 rankings mark the inclusion of ten new countries that were not represented in the previous year’s rankings. Among them, Chile, Malaysia, Poland, and Portugal have made their debut, reflecting the expanding global reach of higher education institutions.

How Are the THE World University Reputation Rankings Determined?

The methodology behind the World University Reputation Rankings 2025 has been refined to provide a more in-depth evaluation of institutional prestige. This year, the rankings incorporate a more extensive set of assessment criteria to better capture the global academic landscape.

Three main factors determine the rankings: vote counts, pairwise comparison, and voter diversity. The vote count measures how many votes an institution receives for its research and teaching excellence. The pairwise comparison method ensures that scholars consider a broader range of institutions when casting their assessments. Meanwhile, voter diversity plays a critical role by rewarding universities that receive recognition from a wide range of geographical regions and academic disciplines.

Adani Group Chairman Gautam Adani has announced India’s largest skill and employment initiative in collaboration with ITE Education Services (ITEES) of Singapore.

“Delighted to announce one of India’s largest Skill & Employ initiatives! In partnership with Singapore’s ITEES, the global leader in technical training, the Adani Group is launching the world’s largest finishing school in Mundra. This state-of-the-art facility will blend AI-driven immersive learning with cutting-edge innovation centres, and annually train over 25,000 learners to help accelerate the Make in India movement,” Gautam Adani posted on X.

The Adani Group has partnered with ITEES to establish a network of ‘Schools of Excellence’ aimed at catering to key industries, including Green Energy, Manufacturing, Hi-tech, Project Excellence, and Industrial Design. These schools, known as the Adani Global Skills Academy, will be funded by a donation of over ₹2,000 crore from the Adani family. The institutions will select students from technical and vocational education backgrounds across India to align with industry requirements.

Upon completion of their certification, students will have job opportunities within the Adani Group and across the industry, depending on their field of training. According to the company, the program is designed to produce professionals who are “first-day, first-hour industry ready and benchmarked to global standards of excellence.”

In the initial phase of the initiative, the world’s largest finishing school for technical training will be set up in Mundra, Gujarat. This facility aims to train more than 25,000 students each year for various industry roles. Fresh graduates and diploma holders from ITIs or Polytechnics with vocational and technical qualifications will be eligible to enroll in an intensive boot camp experience offered by the school. ITEES Singapore will serve as the knowledge partner for this project.

Earlier, during his son Jeet Adani’s wedding, Gautam Adani pledged ₹10,000 crore for various social causes, including infrastructure development in healthcare, education, and skill training. Additionally, Adani plans to contribute ₹6,000 crore toward building two integrated health campuses, Adani Health Cities (AHCs), in Ahmedabad and Mumbai, as reported by ANI.

The Times Higher Education (THE) has unveiled its World University Rankings 2025 by subject, marking a significant achievement for Indian academia. For the first time, an Indian institute has made it to the global top 100 institutions in the Computer Science category. The Indian Institute of Science (IISc), Bengaluru, has clinched the 99th spot with a score of 60.5, improving its position from the previous year when it was placed in the 101–125 band in the 2024 rankings.

In the Engineering Subject Rankings 2025, institutions from the United States and the United Kingdom continue to dominate the top positions. Harvard University retains its premier position with an impressive overall score of 97.5. Stanford University follows closely in second place with a score of 96.4, Massachusetts Institute of Technology (MIT) ranks third with 96.2, and the University of Oxford is in fourth place with 96.1.

The rankings highlight excellence across 11 disciplines: Arts and Humanities, Business and Economics, Computer Science, Education Studies, Engineering, Law, Life Sciences, Medical and Health, Physical Sciences, Psychology, and Social Sciences. Notably, the United States leads in nine of these subject areas, while the United Kingdom claims dominance in the remaining two.

Other top-ranking institutions in Engineering include the University of California, Berkeley, which is ranked fifth with a score of 95.8. The University of Cambridge in the United Kingdom follows in sixth place, scoring 95.6. The California Institute of Technology takes the seventh spot with 95.5, and Princeton University secures the eighth position with a score of 94.5. The National University of Singapore, the only Asian institution in the top 10, ranks ninth with a score of 93.4, while ETH Zurich from Switzerland rounds out the top 10 with a score of 92.6.

Among Indian institutions featured in the Engineering rankings, Anna University is placed in the 251–300 range, scoring between 44.7 and 46.6. Lovely Professional University occupies a spot in the 301–400 band with scores ranging from 41.3 to 44.6. Meanwhile, Jamia Millia Islamia and Saveetha Institute of Medical and Technical Sciences are both ranked in the 401–500 range, with scores falling between 38.3 and 41.2.

These rankings underscore the growing global recognition of Indian institutions, particularly in fields like Computer Science and Engineering, and highlight the continued dominance of universities from the United States and the United Kingdom in higher education.

For the first time in 15 years, India has surpassed other nations to become the largest source of international students in the United States, with over 3.3 lakh students currently enrolled in American institutions. This milestone was highlighted in the Open Doors Report 2024, released on Monday.

In the academic year 2022-23, China was the leading source of international students in the US, followed by India, as per a report by PTI. However, in the current academic year 2023-24, Indian student enrollment in the US has reached an all-time high of 3,31,602, representing a remarkable 23% increase from the previous year’s figure of 2,68,923.

“India is now the leading country of origin for international students in the United States, accounting for 29 percent of the total international student population,” stated a note from the US Embassy accompanying the report.

The Open Doors Report also revealed that the top five source countries for international students in the US for 2023-24 are India, China, South Korea, Canada, and Taiwan. While Indian students led the tally with 3,31,602 enrollments, China followed with 2,77,398 students. South Korea contributed 43,149 students, Canada had 28,998, and Taiwan accounted for 23,157.

The report highlighted India’s significant growth, stating, “India is the top sender of international students (for the first time since 2008/2009) with over 3,31,602 students studying in the United States. The number of Indian students is at an all-time high.”

The academic calendar in the US typically begins in September and concludes in May, a timeline that accommodates the large influx of international students.

A Leader in Graduate Enrollment

India maintained its position as the largest sender of international graduate students, encompassing those pursuing master’s and PhD programs, for the second consecutive year. The report noted a 19% increase in Indian graduate student numbers, bringing the total to 1,96,567.

Undergraduate enrollment by Indian students also saw growth, with a 13% rise to 36,053 students. However, non-degree programs, such as short-term exchange initiatives, witnessed a notable decline of 28%, with the number of students dropping to 1,426.

Celebrating International Education

The release of the Open Doors Report coincided with the start of International Education Week (IEW), an annual event that underscores the importance and benefits of international education and cultural exchange on a global scale.

The Open Doors Report is a long-standing publication by the Institute of International Education (IIE), an organization that has been conducting statistical surveys on international students in the US since its inception in 1919. Since 1972, this initiative has been carried out in collaboration with the US Department of State’s Bureau of Educational and Cultural Affairs.

This year’s findings not only underscore India’s growing presence in the US education system but also highlight the evolving trends in international education as a whole.

In 2009, Sweden embarked on a bold journey to digitize its classrooms, aiming to revolutionize the way students learn. The government envisioned a future where computers and tablets would transform education into an interactive and accessible experience. By replacing traditional textbooks with digital alternatives, Sweden sought to make learning more dynamic while preparing students for the digital demands of the 21st century. Advocates of educational technology praised this move, considering it a forward-thinking approach to modern education.

Dr. Anna Lindström, an education expert at the Swedish National Institute of Education, stated, “The integration of digital tools was expected to enhance personalized learning and make education more dynamic.” The vision was clear: to equip students with the digital skills necessary for the modern workforce and foster an engaging, tech-savvy learning environment.

Challenges of Digital-Only Learning

Despite the initial optimism, the digital transition did not deliver the anticipated results. While Sweden maintained its high ranking in global education standards, studies and feedback from educators and parents revealed several challenges. One significant issue was the decline in essential skills such as reading and writing. Teachers noticed that students struggled to concentrate and retain information when using screens compared to traditional paper-based learning methods.

Research by the Swedish Research Council for Health, Working Life and Welfare (Forte) supported these observations, finding that excessive screen time hindered students’ ability to focus and process complex information. “The impact of backlit screens on concentration and comprehension was far more significant than we anticipated,” noted Dr. Lindström.

Distractions from digital devices further compounded the problem. While computers and tablets were intended for learning, students often used them for gaming or browsing the internet during school hours, reducing classroom engagement. Many parents voiced their concerns about the unintended consequences of the digital shift. Maria Svensson, a mother, shared, “I noticed my child getting distracted by games and social media during school hours, which affected their academic performance.”

A Shift Back to Traditional Learning

Recognizing these challenges, Sweden has decided to reverse course and reintroduce traditional books in classrooms. From 2022 to 2025, the government will invest €104 million to provide every student with paper textbooks for each subject. The funds will also support awareness campaigns and assist schools during the transition.

“This move is about finding a balance,” said Education Minister Lena Johansson. “We’re not abandoning digital tools altogether, but rather ensuring that they complement rather than replace the foundational aspects of learning.”

The decision reflects the government’s understanding that while technology has its advantages, traditional teaching methods are vital for fostering critical thinking and comprehension skills. By reinstating books, Sweden hopes to rebuild fundamental learning skills while continuing to use digital tools where they can add value.

Dr. Erik Andersson, a curriculum developer, explained, “Books offer a tactile experience that screens simply cannot replicate. They help improve focus and enhance memory retention, which are essential for academic success.”

The Importance of Balance

Sweden’s decision to reintroduce books highlights the importance of balance in integrating technology into education. The country’s initial experiment showed that while digital tools can enhance learning, relying on them exclusively can lead to unintended consequences. The new approach aims to harmonize digital and traditional methods to create a more comprehensive educational experience.

Organizations like the International Society for Technology in Education (ISTE) have long advocated for such a balanced approach. They emphasize that technology should serve as a tool to enhance learning rather than dominate it. By revisiting its strategy, Sweden is setting a precedent for other nations on how to effectively integrate technology while preserving the benefits of traditional educational practices.

Conclusion

Sweden’s bold leap into digital-only education, followed by its decision to reintroduce traditional books, underscores the complexities of modernizing education. While the initial goal of embracing innovation was commendable, the outcomes revealed the importance of adapting policies to what truly benefits students. The €104 million investment to bring back books demonstrates a commitment to a holistic approach that values both tradition and innovation.

Dr. Lindström summarized the lesson well: “This experience shows that technology, while powerful, cannot replace the foundational aspects of education that have stood the test of time.” By striking a balance between digital and traditional methods, Sweden is paving the way for an education system that prepares students for both present challenges and future opportunities.

As the world continues to navigate the integration of technology into various sectors, Sweden’s experience offers a valuable lesson in the importance of flexibility, adaptability, and a balanced approach to educational policies.

What you choose to study in college can significantly influence your potential earnings after graduation. Legacy Online School, an online K-12 school, analyzed data from the National Association of Colleges and Employers to determine which college degrees lead to the highest starting salaries for recent graduates. As expected, graduates with degrees in STEM (Science, Technology, Engineering, and Mathematics) fields are typically the ones who earn the most as they enter the workforce.

According to the analysis, the following eight majors boast the highest average starting salaries for new college graduates.

8. Military Technology

Military Technology majors earn an average starting salary of $66,505. Graduates with this degree are often positioned to enter the defense and aerospace sectors, where technological advancements are key components of military operations. This can translate to high-paying positions, particularly in government or private sector roles that focus on national defense.

7. Business

Business majors receive an average starting salary of $66,578. The business field is broad, offering graduates a wide array of career paths, including roles in management, finance, marketing, and operations. Given the diverse skill sets business students develop, they often secure positions in a variety of industries, contributing to their relatively high entry-level salaries.

6. Transportation

Graduates who major in transportation report an average starting salary of $67,496. This major prepares students for careers in logistics, supply chain management, and transportation engineering. The increasing demand for efficient logistics and transportation systems, especially in industries like e-commerce, has fueled a steady need for qualified professionals, resulting in competitive starting salaries.

5. Engineering Technology

Engineering Technology majors start their careers with an average salary of $69,162. Engineering Technology students are trained to apply engineering principles in practical environments. This major includes areas like electrical, mechanical, and civil engineering technology. As industries seek skilled workers to bridge the gap between theory and real-world application, these graduates find themselves in high demand with strong starting pay.

4. Math

Graduates with a degree in mathematics can expect a mean starting salary of $79,859. The skills gained through a math degree are valuable across numerous fields, including finance, technology, data science, and research. As businesses and organizations increasingly rely on data-driven decision-making, math graduates are well-positioned to land lucrative roles in various sectors, boosting their earning potential.

3. Engineering

Engineering majors lead the pack with a mean starting salary of $80,085. Engineers have long enjoyed some of the highest salaries due to the technical expertise required in their fields. Whether in civil, mechanical, electrical, or other engineering disciplines, graduates are equipped with the knowledge to solve complex problems, which makes them highly sought after in industries ranging from construction to technology.

2. Maintenance & Repair

Maintenance & Repair majors boast an impressive average starting salary of $90,162. This major focuses on the skills needed to maintain and repair machinery, equipment, and systems in industries like manufacturing, utilities, and construction. The expertise of these graduates is crucial in maintaining operational efficiency, which explains their relatively high starting salaries compared to other non-engineering disciplines.

1. Computer & Information Science

Topping the list with an average starting salary of $91,411, graduates in Computer and Information Science are among the highest earners right out of college. With the increasing reliance on technology across all sectors, computer science and information technology professionals are in high demand. These graduates are typically well-prepared for roles in software development, cybersecurity, and data analysis, among others, making them highly valuable to employers looking for technical expertise.

If you’re looking for a major that will provide high earning potential, pursuing a STEM-related field can significantly boost your financial prospects upon graduation. Whether in technology, engineering, or mathematics, these areas continue to produce graduates who earn some of the highest starting salaries in the job market today.