Higher education across the world is undergoing a fundamental transformation. Universities are no longer measured only by the number of enrolled students or published syllabi, but by how effectively they prepare learners for real‑world complexity, interdisciplinary challenges and lifelong adaptability.
Recognizing this shift, TCS iON recently conducted a Faculty Engagement Webinar on “Global Practices in Education”, bringing together educators from across India to reflect, share, and reimagine the future of teaching and learning. The session was led by Mr. Nikhil Singh - Pre‑Sales Consultant, International Business at TCS iON, who brought deep international exposure from working with higher‑education ecosystems across ASEAN, ANZ, Japan, the Middle East and India.
This blog captures the key ideas, examples and takeaways discussed during the session, firmly rooted in the principles of NEP 2020, and aims to help faculty members translate global best practices into practical, implementable actions on their own campuses.
Why global practices matter today
At the opening of the session, the audience was reminded that global universities are fundamentally changing how learning is designed:
- In Singapore, a university launched a course called “Design Your Life” - not a specialization, but a structured space for students to learn thinking, problem‑solving and collaboration.
- A Finnish university redesigned an entire semester with no lectures and no exams, focusing exclusively on team‑based real‑world projects.
- In the United States, students from engineering, arts and psychology collaborate annually to design solutions for people with disabilities - combining technology, creativity and empathy.
These are not isolated innovations. They represent a global shift in education, one that aligns closely with the vision laid out in India’s National Education Policy (NEP) 2020.
As emphasized during the session, the goal is not to merely admire global practices, but to adapt them meaningfully within the Indian context, using the flexibility already available to faculty and institutions.
NEP 2020: A gateway to global alignment
Mr. Nikhil Singh outlined the core expectations of NEP 2020, all of which strongly resonate with international education models:
1. Multidisciplinary learning
NEP strongly promotes learning beyond disciplinary silos. Students benefit when concepts from multiple domains converge - helping them apply knowledge rather than memorize theory.
2. Academic bank of credits
Globally, students can pause and resume education without losing progress. The Academic Bank of Credits envisions a similar structure in India, enabling greater flexibility and inclusivity.
3. Undergraduate research
International universities invest heavily in undergraduate research. The session highlighted the need to move beyond “paper submission” toward nurturing curiosity, inquiry and questioning.
4. Experiential education
Learning must move beyond textbooks into real‑world observation, experimentation and problem‑solving.
5. Faculty autonomy and innovation
Faculty‑driven innovation - supported by digital tools and AI - can significantly enhance learning design without changing formal curricula.
6. Skill integration and employability
The shift is clear: from theoretical exams to problem‑solving, industry‑linked skills and job readiness.
Global best practices Indian colleges can adopt today
One of the most powerful messages from the webinar was that transformational change does not require massive infrastructure investments. It requires a shift in learning design.
Best six global practices -
1. Interdisciplinary assignments
Faculty can introduce interdisciplinary learning simply by redesigning assignments.
A smart water management project:
- Civil engineering students analyze pipelines, tanks and flow
- Electrical students design sensor‑based measurements
- Computer science students build dashboards and visualizations
Without changing the curriculum, such assignments create collaboration, real‑world context and applied learning.
2. Project‑based evaluations
Instead of replacing all exams, faculty can replace even one assessment per semester with a project‑based evaluation.
- Measuring electricity usage in classrooms or laboratories
- Designing energy‑saving solutions and presenting findings
Students collect data, analyze patterns and communicate insights - mirroring real professional workflows.
3. Adaptive assessments
Globally, education systems are moving away from one‑size‑fits‑all testing.
Adaptive assessment allows students to:
- Choose assessments aligned to their skill level (beginner, intermediate, advanced).
- Progressively demonstrate deeper understanding through increasingly challenging tasks.
This approach evaluates depth of learning, not rote memory and can be implemented incrementally with digital tools.
4. Industry case integration
Industry exposure need not wait until final‑year placements.
- Analyzing how platforms like Zomato or Swiggy manage orders, payments, and logistics.
- Asking students to map systems using block diagrams and real‑world workflows.
These exercises build problem‑solving ability and contextual understanding, critical for employability.
5. Certification layering
Global education emphasizes stackable credentials alongside degrees.
Adding certifications in areas like:
- AI and machine learning
- Cybersecurity
- Data and emerging technologies
helps students differentiate themselves and align with industry demand.
6. Portfolio building from year one
Internationally, students begin building portfolios in their first year through internships, projects, and part‑time engagement.
The session emphasized shifting Indian education away from last‑minute CV preparation toward:
- Continuous portfolio development
- Internships and practical exposure
- Documented learning outcomes across semesters
This approach significantly improves career readiness.
Campuses as living labs: Experiential learning in action
A compelling concept discussed was treating the entire campus as a learning laboratory.
Practical examples included:
- Measuring classroom dimensions and calculating lighting or power requirements.
- Observing drainage systems during rainfall.
- Analyzing traffic or crowd flow near campuses or canteens.
- Designing real systems - such as websites or apps for cultural festivals.
Students experience problems, apply theory and build solutions, transforming passive learning into active engagement.
Design thinking labs: From “Follow instructions” to “Build”
Design thinking labs represent a mindset shift:
- Understand the problem statement before proposing solutions
- Ideate and brainstorm collaboratively
- Build prototypes, not just follow manuals
Instead of telling students what to do, faculty are encouraged to ask:
- Can you build this?
- Can you design a working model?
- What happens if your solution doesn’t work?
This approach fosters creativity, resilience and analytical thinking.
Reimagining undergraduate research
Research, the session emphasized, should begin with questions, not publications.
Practical approaches shared:
- Introduce mini research tasks from the first year
- Encourage comparison studies, market analysis or exploratory investigations
- Create faculty‑student research clusters around broad themes (e.g., AI for social good)
- Host undergraduate research days or idea‑pitching forums
The objective is to build a research mindset, where curiosity, inquiry and reflection are rewarded.
Scaling these practices: Discipline and consistency
Several faculty members shared that many of these practices are already being implemented across Indian institutions. The key challenge is scaling.
The solution discussed was simple yet powerful:
- Start small.
- Stay disciplined.
- Repeat consistently across semesters.
As adoption grows, curriculum bodies naturally follow - accelerating transformation at a systemic level.
Responsible use of AI in education
The session also addressed an emerging concern: productive and ethical use of AI.
Key messages included:
- AI is a tool, not a replacement.
- Faculty and students must learn responsible usage, data awareness and prompt engineering.
- AI can assist with tasks like assessment support and feedback, reducing faculty workload while maintaining quality.
A collective journey forward
The webinar concluded with strong faculty participation, reflections, and appreciation for the practical relevance of the discussion. What became evident was this:
Indian higher education does not lack capability - it needs alignment, mindset shifts and sustained action.
Through small, intentional changes in learning design, faculty can drive high‑impact transformation aligned with both global practices and NEP 2020.
Take the next step
Register for the Next Faculty Engagement Session:
https://iur.ls/FacultyEngagementSession
To watch recording of the 1st Faculty Engagement Session “Artificial Intelligence is for Everyone” click here -
https://www.youtube.com/watch?v=UlG4eVDIotk