Purpose The internationalisation of higher education is essential for global academic recognition and cross-cultural exchange. India, with its strong educational legacy, aspires to be a key global player but faces challenges in attracting international students despite initiatives like National Education Policy 2020 and Study in India. This study examines the barriers and strategic pathways to strengthening India's global higher education presence. Design/methodology/approach This study employs a systematic literature review (SLR), which is informed by a critical interpretive synthesis approach. It examines existing literature, policy documents and comparative global education frameworks to identify key determinants influencing international student mobility. It critically examines systemic issues within Indian HEIs and evaluates strategic interventions that can enhance India's appeal as a study destination. Findings The study highlights governance inefficiencies, infrastructure gaps, inadequate student support and curriculum misalignment as key barriers to India's global education competitiveness. However, India's affordability, cultural diversity and policy reforms offer growth potential. Strategic improvements in governance, curriculum, marketing and policy are crucial to closing the gap between aspirations and outcomes. Practical implications This article provides policymakers, educators and institutional leaders with a structured roadmap for strengthening India's position as an attractive international education destination. The recommendations focus on improving institutional frameworks, fostering international partnerships, enhancing student experience and leveraging India's competitive advantages to meet global benchmarks. Originality/value This study offers a first-of-its-kind, comprehensive and multidimensional analysis of the internationalisation of Indian HEIs, integrating governance, curriculum, infrastructure and global branding. Unlike prior research focusing on isolated aspects, it provides a holistic perspective, advancing discourse on higher education internationalisation in emerging economies and laying the groundwork for future empirical studies.
Nigam et al. (Wed,) studied this question.