Rationales behind international students' not selecting India as an education destination: An empirical investigation

Bhatara, Tarun; Khanna, Pooja Article Rationales behind international students' not selecting India as an education destination: An empirical investigation Research in Globalization Provided in Cooperation with: Elsevier Suggested Citation: Bhatara, Tarun; Khanna, Pooja (2024) : Rationales behind international students' not selecting India as an education destination: An empirical investigation, Research in Globalization, ISSN 2590-051X, Elsevier, Amsterdam, Vol. 9, pp. 1-8, https://doi.org/10.1016/j.resglo.2024.100247 This Version is available at: https://hdl.handle.net/10419/331173 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). Rationales behind international students’ not selecting India as an education destination – An empirical investigation Tarun Bhatara * , Pooja Khanna Mittal School of Business, Lovely Professional University, Phagwara, India ARTICLE INFO Keywords: Indian education Global mobility Study in India Indian universities Overseas education Student recruitment Internationalization Study abroad ABSTRACT India’s higher education sector faces significant challenges in attracting international students, evidenced by hosting less than 1 % of globally mobile students despite substantial efforts to increase this number. This study explores critical barriers preventing international students from choosing India as their destination, including financial constraints, safety concerns, and cultural integration issues. It also assesses the impact of the COVID-19 pandemic on these decisions and examines the potential of online education as an alternative. Findings reveal that inadequate financial support and safety concerns are primary deterrents, with varying impacts across educational levels and regions. Recommendations include enhancing financial aid, improving safety measures, fostering cultural integration, and leveraging online education. Addressing these issues is crucial for India to align with global education trends and improve its international appeal. Introduction India hosts less than 1 percent of the world’s internationally mobile students (United Nations Educational, Scientific and Cultural Organization – UNESCO, 2021). There is a substantial disparity between the inflow and outflow of international students in India, with only 46,878 international students from 170 countries choosing India in 2019 (AISHE, 2021–22), compared to 508,174 Indian students studying abroad (UNESCO, 2021). The term “international students” denotes individuals pursuing education in a country other than their own. Recently, India has acknowledged the significance of attracting inbound international students and their global impact (Pushkar, 2019). Through initiatives such as the Institution of Eminence status and the ’Study In India’ program, the Indian government aimed to mitigate the higher education trade deficit, aspiring to increase the number of international students to 200,000 a goal that represented a more than fourfold rise (Pawar et al., 2019). International students are a significant source of revenue, enhance campus diversity, foster integrated learning, and serve as a crucial ranking parameter for higher education institutions (HEIs) in India (National Institutional Ranking Framework, 2021). Table 1 shows the chi-square tests performed on various factors related to the reasons for not selecting India as an educational destination. The COVID-19 pandemic has profoundly affected the global higher education system, necessitating a shift to online learning and establishing it as the ’new normal’ (Mok et al., 2021). India experienced multiple lockdowns, resulting in the closure and reopening of educational institutions. Despite a commendable vaccination drive, emerging virus variants then continued to threaten normalization. This uncertainty induced a psychosis among students then, deterring them from pursuing higher education abroad, especially from countries severely impacted by the virus. However, as the world adapted to live with the virus, several nations revised their strategies to attract international students. In this context, the post-COVID-19 period’s disruptions significantly impacted student mobility. Recent research indicates that one opportunity from the pandemic is the shift from academic mobility to virtual mobility (Finardi & Guimaraes, 2020). While many HEIs in India offered online education during the pandemic, it had its own set of challenges, particularly in developing countries with inadequate technical infrastructure. Nevertheless, Indian HEIs did not face significant enrolment declines due to their reliance on domestic students (Gurukkal, 2020). Previous research on international students in India has identified numerous challenges and opportunities in attracting and retaining global talent (Pawar et al., 2019). Factors such as educational quality, cultural diversity, safety, and affordability are the driving forces that significantly influence international students’ decisions to study in India (Choudaha, 2017). Despite India’s rich cultural heritage and competitive educational offerings, it faces stiff competition from Western * Corresponding author. E-mail address: [email protected] (T. Bhatara). Contents lists available at ScienceDirect Research in Globalization journal homepage: www.sciencedirect.com/journal/research-in-globalization https://doi.org/10.1016/j.resglo.2024.100247 Received 24 June 2023; Received in revised form 17 August 2024; Accepted 18 August 2024 Research in Globalization 9 (2024) 100247 2 nations renowned for their established educational systems and robust support structures for international students. The deterrents to Indian higher education institutions are lack of awareness and perceived bureaucratic hurdles in the admission process (Agarwal, 2019). Research also highlights that while initiatives like the ‘Study in India’ program have made significant progress yet there is a dire need of comprehensive policy frameworks and enhanced infrastructural support to improve the overall experience for international students (Singh & Srivastava, 2020). Addressing these aspects is crucial for India to enhance its appeal as a preferred destination for international education, necessitating the development of India as a South Asian education hub and beyond. To this end, this study addresses the following research questions: 1. What are the most critical reasons prompting international students not to complete their admission process at Indian institutions? 2. Did the COVID-19 pandemic impact inbound student mobility in India? 3. Can online education be an opportunity for international students who decide not to study in India? This study aims to bridge the gap in the current literature by conducting a survey using an online questionnaire to identify the crucial factors influencing international students’ decisions to forgo studying in India, the extent to which the COVID-19 pandemic is responsible, and whether online education can bridge this gap. The research underscores the current status of India’s HEIs, the challenges posed by COVID-19, and international students’ interest in online education as an alternative to academic mobility. Literature review This literature review explores the globalization and internationalization in higher education, enhancing internationalization at Indian Higher Education Institutions, the impact of the COVID-19 pandemic on higher education, and the role of online education as an alternative to traditional international student mobility. Key barriers such as financial constraints, safety concerns, and cultural dissimilarities are highlighted, alongside insights into cultural integration, economic barriers, and the impact of global crises like the COVID-19 pandemic on international education. Globalization and internationalization in higher education Globalization and internationalization are critical forces shaping contemporary higher education. Globalization refers to the growing interconnectedness and interdependence of the world’s economies, cultures, and populations, spurred by advancements in technology, trade, and communication. Internationalization specifically addresses the strategies and practices universities employ to respond to the global changes, such as international partnerships, student and faculty mobility, and cross-border educational collaborations (Knight, 2015). Student and faculty mobility is a significant facet of internationalization. This mobility not only promotes cultural exchange but also enhances the global competencies of graduates, making them more adaptable and employable in a globalized job market (Altbach & de Wit, 2020). Moreover, universities benefit from the diverse perspectives and experiences that international students and faculty bring to their campuses (Marginson, 2020). Several barriers exist in developing markets like India that affect student mobility. Financial constraints are a significant impediment, as the cost of international education can be prohibitive to many families (Agarwal, 2019). Additionally, safety concerns are another factor that discourages students and parents from considering education in certain regions (Singh & Papa, 2010). Cultural dissimilarities also pose challenges, as students may struggle to adapt to different cultural norms and practices, impacting their overall educational experience (Gupta & Sharma, 2018). Brain-drain, cultural homogenization, and inequities in access to international education opportunities (Maringe & Foskett, 2010) are some more challenges that influence the decision of international students to pursue their higher education at other destinations. Studies posit the positive impact of international collaborations on research quality and innovation (de Wit & Altbach, 2021; Yang, 2021). Initiatives like resource sharing, joint research, and dual-degree programs, boost academic reputation and global presence (Wilkins & Huisman, 2012). Universities should develop strategies that balance global integration with local relevance, promoting inclusivity and sustainability in international education (Brandenburg & de Wit, 2011). Enhancing internationalization at Indian higher education institutions The internationalization of higher education is paramount for Higher Education Institutions (HEIs) globally, serving as a significant revenue source and fostering the overall development of institutions and their stakeholders. Van der Wende (2007) defines internationalization as organized, sustained efforts to make higher education responsive to the challenges of globalization in societies, economies, and labour markets. Internationalization strategies encompass the enrolment of full-time international students, exchange programs, curriculum internationalization, and research collaborations (Yang, 2022). Historically, India was an international education hub, with ancient universities such as Takshashila, Nalanda, and Vikramshila attracting scholars from around the world (Goel & Goel, 2021). Despite the glorified history and India’s expansive education system, comprising nearly 900 universities and approximately 37 million students, a limited number of Indian universities achieve global rankings (Dar, 2020). Contemporary India faces a trade deficit in the higher education sector, with a significantly higher number of Indian students studying abroad Table 1 Chi-Square tests Chi-Square tests Symmetric measures Valid N Pearson ChiSquare Df Asymp. Sig. (2-sided) % of cells with expected count less than 5 Likelihood Ratio Cramer’s V Approx. Sig. Region of origin * Reason for not selecting India as an educational destination 2411 5.022E2a 15 0.000 25 356.789 0.264 0.000 Gender of International student * Reason for not selecting India as an educational destination 2411 27.578a 5 0.000 16.7 26.833 0.107 0.000 Level of education * Reason for not selecting India as an educational destination 2411 34.192a 10 0.000 16.7 34.188 0.084 0.000 Funding of education * Reason for not selecting India as an educational destination 2411 2.666E2a 15 0.000 16.7 212.710 0.192 0.000 Region of origin * Destination due to the covid-19 pandemic 2411 1.424E2 a 20 0.000 40 104.872 0.121 0.000 Region of origin * Online education preference 2411 53.113a 10 0.000 16.7 51.339 0.105 0.000 T. Bhatara and P. Khanna Research in Globalization 9 (2024) 100247 3 compared to international students coming to India (Kumar, 2014). Numerous barriers deter international students from selecting Indian institutions, including infrastructural deficiencies, bureaucratic hurdles, and the perceived lack of an inclusive environment (Gupta & Singh, 2023; Jain et al., 2023). The New Education Policy 2020 aims to address these issues by promoting academic collaborations and easing regulations for foreign students and institutions (MHRD, 2020). However, the effectiveness of these policies in reversing the trend is yet to be observed. Especially, as the pandemic-induced shift to digital learning has underscored the digital divide that Indian HEIs need to bridge (Choudhury & Agarwal, 2023; Patel & Desai, 2023). Higher education and the COVID-19 situation in India The COVID-19 pandemic has profoundly affected education systems worldwide. The World Health Organization (WHO) declared COVID-19 a global health emergency on January 30, 2020, and subsequently a pandemic on March 11, 2020 (WHO, 2020). By December 2021, the pandemic had led to over 276 million cases and 5.37 million deaths globally. India reported its first case of COVID-19 on January 30, 2020, and experienced severe surges in cases and fatalities during 2020 and 2021 (Prajapati & Parikh, 2021; WHO, 2021). In response to the virus’s spread, the Indian government enforced nationwide lockdowns, resulting in the closure of educational institutions and significant disruptions to academic schedules (Saha et al., 2020). These closures and the cancellation of exams had unprecedented effects on education, particularly impacting international students, who emerged as one of the most vulnerable groups during the pandemic (Anandavalli et al., 2020). Current research aims to understand the long-term repercussions of COVID-19 on global education systems, with a particular focus on international student mobility and the myriad challenges students faced during the pandemic (Patel & Desai, 2023). Despite initiatives to mitigate the pandemic’s impact, such as improving infrastructure and facilitating a return to normalcy, persistent travel restrictions and delays in visa processing continue to affect international student enrolment (Government of India, 2023; Kong & Jacobs, 2012). The emergence and challenges of online education Online education emerged as a viable alternative to traditional classroom learning during the COVID-19 pandemic. Research indicates that online education can yield outcomes comparable to, or even better than, in-person education, promoting cost-effectiveness, enhanced learning, and improved digital literacy (Journell, 2010; Kong & Jacobs, 2012; Xie et al., 2020). In India, initiatives such as Digital India have significantly increased educational accessibility, particularly in remote areas (Aich, 2021; National Informatics Centre & Prajapati, 2020). Despite its advantages, online education presents numerous challenges. Issues such as inadequate equipment and internet facilities in remote areas, difficulties for international students due to time zone differences, and the digital divide hinder its effectiveness (Joshi et al., 2021; Oyedotun, 2020; Patil et al., 2020). The success of online education relies heavily on proper access to technology and stable internet connections (Shohel et al., 2022). The landscape of online education is continually evolving, reflecting both opportunities and challenges. The integration of artificial intelligence into online learning platforms can enhance student engagement and provide personalized learning experiences (Wang et al., 2022). Additionally, hybrid models of education, which combine online and inperson instruction, are gaining popularity, offering flexibility and improving educational outcomes (Allen & Seaman, 2021; World Bank, 2021). In the Indian context, the National Education Policy 2020 underscores the use of technology to enhance the quality and reach of education, demonstrating a commitment to leveraging digital tools for educational transformation (Government of India, 2020). Nonetheless, significant research gaps remain, particularly concerning international students’ changing plans and preferences during the application process. The following alternative hypotheses were formulated for this research: Hypothesis 1 (H1): The reasons international students do not choose India as an educational destination vary according to their region of origin. Hypothesis 2 (H2): The reasons international students do not choose India as an educational destination vary according to their gender. Hypothesis 3 (H3): The reasons international students do not choose India as an educational destination vary according to their level of education. Hypothesis 4 (H4): The reasons international students do not choose India as an educational destination vary according to their planned method of funding their education. Hypothesis 5 (H5): The impact of the COVID-19 pandemic on international students’ decision not to choose India as an educational destination varies according to their region of origin. Hypothesis 6 (H6): The preference of international students for online education varies according to their region of origin. These hypotheses specifically pertain to international students who have initiated but not completed the admission process for studying in India. Methodology This study employed a quantitative methodology to investigate the intentions of international students who initiated but did not complete the admission process to study in India. The research process included a comprehensive review of pertinent literature, survey instrument design, sample size determination, distribution of the questionnaire link to participants, data collection, response analysis, and discussion of findings. Instrument design To address the three previously outlined research questions, this study utilized a self-administered online questionnaire for data collection, with responses submitted anonymously. The questionnaire comprised two sections. The first section collected demographic information, such as gender, educational level, and country of origin. The second section gathered detailed information related to decision-making factors, including sources of information about Indian education, financial situation, reasons for unsuccessful applications or for not choosing India as an educational destination, the impact of the COVID19 pandemic on their study plans, and their interest in online education. The literature review facilitated the identification of potential factors influencing international students’ decisions, such as perceived quality of education, safety concerns, and availability of scholarships (Lee, 2014; Mazzarol & Soutar, 2002). This preliminary list of factors was validated by a panel of experts, comprising five university international office directors, one professor with numerous publications on international education, and one research scholar specializing in student mobility. The panel provided feedback on the relevance and clarity of each item, ensuring the content validity of the questionnaire (DeVellis, 2017). Following the expert panel’s feedback, the questionnaire underwent several revisions. Ambiguous or redundant items were revised or removed, and new items were added to address identified gaps. The revised questionnaire was then pre-tested with a small sample of international students to assess reliability and readability. The pre-test results indicated high internal consistency, with a Cronbach’s alpha of 0.85, suggesting that the instrument was reliable (Nunnally & Bernstein, T. Bhatara and P. Khanna Research in Globalization 9 (2024) 100247 4 1994). The final questionnaire consisted of carefully curated statements designed to capture a comprehensive range of factors influencing international students’ decisions. Responses to these statements were recorded on a five-point Likert scale, where 1 indicated strong disagreement and 5 indicated strong agreement. The Likert scale format was chosen for its simplicity and effectiveness in measuring attitudes and perceptions (Joshi et al., 2015). The survey was distributed to participants via email, utilizing the internet—a widely recognized method for studying international students due to its efficiency and cost-effectiveness (Hughes, 2004; Sherry et al., 2009). The use of an online survey platform also allowed for greater reach and flexibility, enabling participants from diverse geographical locations to respond at their convenience. Sample A self-administered online questionnaire Google Form link was sent to 10,000 international students to ensure a sample size exceeding the required number. Judgment sampling was employed to select a list of 10,000 international students who applied to study in India but subsequently decided not to or postponed their plans. Judgmental sampling, a non-probabilistic sampling technique, involves selecting a sample from the entire population based on the researcher’s judgment for a particular purpose (Thomas, 2022). These 10,000 students were randomly selected from a dataset of 46,000 international students who applied to the “Study in India” program in 2021 but did not complete the admission process. The list included students from 86 countries, both male and female, with levels of study ranging from diploma to Ph.D. To maintain confidentiality, personal information such as names, email addresses, and phone numbers were not collected in the responses. Any personal information shared by students was deleted during the compilation of responses. Given the researcher’s access to the required target audience from a single source, judgment sampling was used to gather data from international students worldwide who applied under self-sponsored and scholarship programs to the “Study in India” initiative. These 10,000 international students were given 15 days to complete the questionnaire. Finally, 2417 students from 61 countries completed the questionnaire, with six incomplete responses, resulting in 2411 final responses—a response rate of approximately 24 %. Data analysis This section summarizes the survey findings and presents the data using graphs and diagrams. Sample characteristics Among the 2411 responses received, 70 % were from male students and 30 % from female students. This gender ratio aligns with the overall gender distribution of incomplete international student applicants targeted, which is similar to the gender ratio of international students selecting India as a study destination in 2020 (AISHE, 2019–20). Nearly 88 % of respondents were from Africa and South Asia (SA). The remaining 12 % included 7 % from the Rest of Asia (ROA) and 5 % from the Rest of the World (ROW), excluding Asia and Africa. These regions represent most international students in India (UNESCO, 2022; AISHE, 2019–20). Responses from African students totalled 1690 (70 %), with 1216 male and 474 female respondents, from countries such as Algeria, Angola, and Zimbabwe. South Asian responses numbered 443 (18 %), with 312 male and 131 female respondents, from countries such as Nepal, Bangladesh, and Sri Lanka. ROA responses totalled 170 (7 %), with 118 male and 52 female respondents, from countries such as Indonesia, Iran, and Malaysia. ROW responses numbered 108 (4 %), with 34 male and 72 female students, from countries such as the USA, Australia, and the Netherlands. Most respondents were applying for undergraduate or diploma-level programs (61 %), with 1474 students, including 1036 males and 438 females. Postgraduate applicants numbered 775 (32 %), with 461 males and 178 females. Doctorate applicants totalled 162 (7 %), with 92 males and 49 females. The study aimed to identify critical factors influencing students’ decisions not to select India as an educational destination, based on the literature review. Key factors identified included safety, lack of financial assistance, uncertain job prospects, cultural differences, recognition of Indian degrees, and technical issues during application (Pawar et al., 2019). As illustrated in Diagram 1, the data reveals that the predominant factor influencing international students’ decision not to select India as an educational destination is the lack of financial assistance, with approximately 67 % of respondents citing it as a critical reason. Safety concerns emerge as the second most significant factor, particularly among students from the Rest of the World (ROW), which includes more developed countries. The third significant factor is cultural differences, which are more pronounced among students from the Rest of Asia (ROA) and Africa. These findings also address the study’s first research question, identifying financial constraints as the foremost deterrent for international students considering India as a study destination. Given that most international students targeting India hail from countries with low GDP, affordability is a paramount concern. Consequently, scholarships become the most critical motivating factor for students from these countries to pursue education abroad. Various scholarships are available for students applying to study overseas, classified based on their source of origin: scholarships from their home country, the host country, or foreign sources. The response data indicate that nearly 87 % of respondents from different regions were seeking scholarships, while only 13 % intended to self-finance their education. Analyzing regional data further, almost 63 % of respondents sought scholarships from the Indian government or Indian higher education institutions. About 14 % looked for scholarship grants from their home governments, 10 % from other countries, and only 8 % planned to self-fund their education. Among African respondents, 69 % sought scholarships from the Indian government or Indian higher education institutions, 12 % from their home governments, 11 % from other countries, and 8 % intended to self-finance. South Asian (SA) respondents showed that 61 % were seeking scholarships from Indian sources, 21 % from their home governments, 7 % from other countries, and 11 % planned to self-fund. For ROA respondents, 51 % sought scholarships from Indian sources, 19 % from their home governments, 14 % from other countries, and 16 % intended to self-finance. Conversely, among ROW respondents, primarily from developed countries, 81 % planned to self-fund their education. Only 9 % sought scholarships from Indian sources, 6 % from other countries, and 4 % from their home governments. These findings underscore the critical role of financial assistance in influencing the educational choices of international students and highlight the significant disparities in funding preferences across different regions. To address the second research question, we examined the impact of the COVID-19 pandemic on international students’ decisions to study in India. As depicted in Diagram 2, less than 25 % of international students altered their decision to study in India due to the pandemic or temporarily postponed their plans to study abroad. Regarding the third research question, which investigates whether online education presents an opportunity and can still motivate students to study in India, Diagram 3 illustrates that nearly half of the respondents were willing to pursue their studies through an online medium. Additionally, 28 % of the respondents indicated a tentative willingness, while only 21 % expressed a reluctance to engage in online education. T. Bhatara and P. Khanna Research in Globalization 9 (2024) 100247 5 Hypothesis testing To test the hypotheses, the research employs SPSS 16 software to evaluate the data and compute results. The study utilizes the Pearson Chi-Square test of independence to investigate the hypotheses, as all variables were categorical and nominal. This test determines whether two variables are independent of each other (McHugh, 2013). To assess the strength of the relationship between dependent variables, Cramer’s V was employed. In cases where more than 20 % of cells had an expected count of less than 5, the likelihood ratio was considered. Additionally, Goodman and Kruskal’s tau was used to determine the direction of the relationship between the variables. Crosstabs were also utilized to analyze the variables and address the research questions. Results and discussions The first hypothesis posited that students’ decisions not to select India as an educational destination varied based on their region of origin. The Pearson Chi-Square test of independence, with the region of origin as the first variable and reasons for not selecting India as the second variable, showed a p-value of less than 0.05. However, 25 % of the cells had an expected count of less than 5, violating the basic assumption of the Pearson Chi-Square test. The likelihood ratio p-value was also less than 0.05, allowing us to reject the null hypothesis. Therefore, a significant relationship exists between students’ decisions and their region of origin. Cramer’s V was calculated to be 0.264, indicating a moderate relationship. The values for Goodman and Kruskal’s tau were too low to determine the direction of the relationship. Findings also indicate that lack of financial assistance is the primary deterrent for international students considering India as their education destination. Cultural differences, particularly for students from Africa and ROA, and safety concerns for students from ROW and SA are also significant factors impacting their decision. Enhancing financial aid and scholarships, addressing cultural differences, and improving safety measures could make India a more attractive destination for international students. Therefore, it is imperative to increase the availability and accessibility of grants and financial aid specifically targeted at international students. By doing so, India can position itself as a more attractive and competitive option in the global education market. The second hypothesis stated that gender influences students’ decisions not to select India for their higher education. The Pearson ChiDiagram 1. Reasons for students’ not selecting India as an education destination. Diagram 2. Effect of covid-19 on international students’ study abroad decision. Diagram 3. Choice of online education for students’ not selecting India as an education destination. T. Bhatara and P. Khanna Research in Globalization 9 (2024) 100247 6 Square test revealed a p-value of less than 0.05, with less than 20 % of the cells having an expected count of less than 5, leading to the rejection of the null hypothesis. A significant relationship was found between students’ decisions and their gender, with Cramer’s V calculated at 0.107, indicating a weak relationship. Safety concerns were more prevalent among female students, suggesting that improving security measures could attract more female international students to Indian HEIs. To foster a safe and welcoming atmosphere, stronger security measures and support systems within educational institutions are needed. This involves not only physical safety measures but also robust support networks for international students. The third hypothesis examined the relationship between students’ level of education and their reasons for not selecting India. The Pearson Chi-Square test showed a p-value of less than 0.05, with less than 20 % of the cells having an expected count of less than 5. A significant relationship was found, with Cramer’s V calculated at 0.084, indicating a weak relationship. Financial assistance and safety concerns were consistent across all educational levels, while cultural differences affected undergraduate and doctoral students more. Recognition of Indian degrees abroad was a major concern for doctoral students. The fourth hypothesis investigated how students plan to fund their education and their reasons for not selecting India. The Pearson ChiSquare test showed a p-value of less than 0.05, with less than 20 % of the cells having an expected count of less than 5. A significant relationship was found, with Cramer’s V calculated at 0.192, indicating a weak relationship. Self-financing students prioritized safety, while those seeking Indian government scholarships were primarily concerned with financial assistance. The fifth hypothesis examined the impact of the COVID-19 pandemic on students’ decisions based on their region of origin. The Pearson ChiSquare test showed a p-value of less than 0.05, with 40 % of the cells having an expected count of less than 5, violating the test’s assumptions. The likelihood ratio p-value was also less than 0.05, allowing us to reject the null hypothesis. A significant relationship was found, with Cramer’s V calculated at 0.121, indicating a weak relationship. The COVID-19 pandemic had a varied impact on students’ decisions to study in India, with negligible effects on students from ROW and Africa, and slight changes for SA and ROA students. The sixth hypothesis explored international students’ preferences for online education based on their region of origin. The Pearson Chi-Square test showed a p-value of less than 0.05, with less than 20 % of the cells having an expected count of less than 5. A significant relationship was found, with Cramer’s V calculated at 0.105, indicating a weak relationship. While online education was welcomed worldwide, students from SA countries showed more interest than those from other regions. The government’s initiatives to promote digital education, such as the National Education Policy 2020, which emphasizes technology to enhance education quality and reach, are steps in the right direction. However, more needs to be done to bridge the digital divide and ensure equitable access to online education. The findings of this study have important implications for policy and practice in Indian higher education. Enhancing financial support structures, particularly scholarships and grants, is critical. Improving security measures and addressing cultural differences through targeted orientation programs can make India a more attractive option thus helping international students integrate more smoothly into Indian society. This approach can mitigate the impact of cultural differences and enhance the overall student experience. Tailored strategies to meet the needs of undergraduate, postgraduate, and doctoral students, including international recognition of Indian degrees, are essential. By implementing these measures, Indian higher education institutions can better attract and retain international students thus enhancing their global competitiveness and diversity. Key findings The key findings of this study reveal several critical issues that deter international students from choosing India as a study destination. Foremost among these is the lack of financial assistance, which emerges as the most significant deterrent. Safety concerns, particularly for female students, also play a crucial role in their decision-making process. Cultural integration issues are especially pertinent for students from Africa and ROA, highlighting the challenges they face in adapting to Indian society. Additionally, different educational levels present unique deterrents; undergraduate and diploma students cite cultural differences, postgraduate students are concerned about job opportunities, and doctoral students are deterred by the poor recognition of Indian degrees internationally. The impact of the COVID-19 pandemic on study abroad decisions was varied, with online education showing potential if adequately supported. Conclusion and recommendations The findings of this study have critical implications for policies and practices in Indian higher education, particularly in addressing issues that hinder its alignment with global education trends and its appeal to international students. A significant insight is that the Indian higher education system suffers from a poor global reputation, and without substantial investment to improve its quality, international students are unlikely to be attracted to study at Indian institutions. Government and HEIs in India recognize the importance of internationalizing Indian universities and the role of full-time international students in this process. Understanding why international students refuse to study in India during their admission process, and how these reasons relate to different demographic and psychographic factors, is crucial for making informed policy decisions that can attract more international students. To address these findings, we demonstrate that Indian government needs to invest in world class infrastructure and facilities to be at par with other educational institutions competing at global level. Establishing partnerships and collaborations with other universities in the form of joint research projects, faculty exchange programs would help in creating global network thus positioning India as a leading educational hub at global level. Investing in Research and Development can give India a competitive edge globally thus making it one of the preferred destinations worldwide. Apart from this, policy makers also need to strengthen quality assurance mechanisms to meet international accreditation standards. By implementing these measures, Indian higher education institutions can better attract and retain international students, thereby enhancing their global competitiveness and diversity. The insights from this study can also assist other developing countries and regional education hubs in understanding and addressing the challenges of international student mobility. The broader global context underscores the need for Indian HEIs to align more closely with global education trends to enhance their appeal and reputation on the world stage. Limitations This study provides significant insights into the reasons why international students choose not to pursue their education in India. However, it is important to acknowledge certain limitations that may have affected the findings and suggest areas for future research to build on this work. Firstly, the study sample displayed a significant disparity in the number of participants from different regions. This imbalance may have introduced bias, as certain regions were overrepresented while others were underrepresented. Future research could address this limitation by ensuring a more balanced sample that equally represents different world regions to provide a more comprehensive understanding of the issue. Secondly, within-region differences were not thoroughly explored in T. Bhatara and P. Khanna Research in Globalization 9 (2024) 100247 7 this study. Students from different countries within the same region might have diverse perspectives and reasons for their decisions. Future studies could delve into country-specific factors and examine how these influence students’ decisions, providing a more granular understanding of regional differences. Thirdly, the number of countries represented in the sample was limited to 61, with some countries contributing only a single student response. This limited representation may not fully capture the diversity of international students’ experiences and perspectives. Expanding the sample to include more countries and ensuring a minimum number of responses per country could enhance the robustness of future studies. Fourthly, the data obtained were predominantly nominal, which constrained the application of certain statistical techniques. Future research could incorporate a mix of nominal, ordinal, and continuous variables to allow for a more sophisticated analysis. This approach could provide deeper insights into the relationships between different factors and international students’ decisions. Lastly, this study primarily used a quantitative approach. Future research could benefit from a mixed-methods approach that includes qualitative data collection through interviews or focus groups. This would allow for a richer understanding of the nuanced reasons behind students’ decisions and capture their experiences and perceptions more comprehensively. To build on the findings of this study, future research could focus on specific regions and conduct in-depth analyses of students’ motivations and barriers in those contexts. Additionally, exploring the segmentation of geographical regions based on the GDP of countries could provide valuable insights into how economic factors influence students’ decisions. Longitudinal studies that track students’ decisions and experiences over time could also offer important information on how perceptions and realities evolve. By addressing these limitations and exploring new research directions, future studies can provide more detailed and actionable insights for policymakers and higher education institutions in India and other developing countries aiming to attract and retain international students. CRediT authorship contribution statement Tarun Bhatara: Writing – review & editing, Writing – original draft. Pooja Khanna: Supervision. Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. References Agarwal, P. (2019a). Higher education in India: The need for change. International Journal of Educational Development, 31(2), 121–133. Agarwal, P. (2019b). Higher education in India: The need for change. 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