India’s Online Education Market Is Entering A Phase Of Consolidation And Outcome-Led Growth - Nitin Golani

1. What will define the next decade of higher education in India, and what role will online higher education companies play in that transformation?

The next decade won't be defined by how many institutions offer online degrees - well over a hundred already do - but by how few do it well enough to deliver outcomes at scale. Entitlement is not capability. Credible online education demands sustained investment in technology, content, faculty enablement, assessment integrity and learner support - for a student who may never set foot on a campus. Most institutions will find their limit there. Regulation has opened the door; learners will decide who walks through it. I expect sharp consolidation - most of India's online learners studying with a small set of institutions that committed early and built properly. And remember who these learners are working professionals and first-generation students in tier-2 and tier-3 India, for whom online is not a convenience, it is the only door. India's 50% GER ambition by 2035 rests on serving them well. The credential itself is also changing shorter, stackable qualifications earned across a career, not one degree taken at twenty-two. The winners will offer both. That is exactly where Univo sits. The question isn't whether universities can build this capability - it's whether they can build it fast enough. Our job is to compress that timeline.

Since 2022, a degree earned online from a recognised university is formally equivalent to the same degree earned on campus. That was a landmark. But equivalence on paper is not equivalence in a hiring manager's judgment and that gap is the challenge that decides this category. There are operational challenges every serious provider is working on - keeping learners engaged through to completion, assessment integrity, support at scale. But those are executions. Perception is existential, because of who our learners are: working professionals investing their own money, evenings and weekends into a qualification they expect to change their trajectory. If the market discounts it, the entire proposition weakens. The answer is not to argue about accreditation - it is to put proof in front of employers. Bring them into the learning process rather than meeting them at the end of it: co-designed curricula, live industry projects, practitioner-led teaching, internships that put learners in front of hiring managers before they graduate. Proof of capability travels faster than any claim about accreditation and every graduate who performs strengthens the standing of the entire category. That is the work we prioritise with our partners. With Amity University Online, it has meant direct industry pathways with HCLTech, TCS iON, KPMG and Paytm - employers inside the learning experience, not waiting at the end of it.

3. How is UNIVO shaping the next phase of online higher education in India, and what does the company envision for the future of the sector?

India's GER stands at about 28% against a national ambition of 50% by 2035. Physical infrastructure cannot close that gap in that timeframe online is the only mode that scales fast enough. That is the context for everything we do. But I'd resist the word 'access' on its own - access without outcomes is just enrolment. What we are building at Univo rests on something simpler: we listen to learners at a scale few institutions can. Hundreds of thousands of learner conversations a year tell us exactly why someone does not enrol or does not persist - price, language, geography, recognition, time. Most of Indian higher education still designs top-down. We design from that data backwards: the programs, the price points, the support models, the industry pathways that working professionals and first-generation learners actually need. That is what we've built with Amity University Online, and it is the capability we now intend to bring to more universities - because no single institution closes a 22-point GER gap alone. Where does the sector go? Enrolment will consolidate with institutions that build properly; credentials will become shorter and stackable across a career; and the winners will be judged on employability, not intake. Univo's role is to give universities that capability faster than they could build it themselves. A workforce educated at that scale is what Viksit Bharat actually rests on

4. As skill requirements evolve faster than ever, how should higher education bridge the gap between academic learning and industry expectations?

A student spends three or four years earning a degree and enters a market that has already moved the World Economic Forum expects nearly 40% of core skills to change by 2030. No curriculum revision cycle closes that gap. Which is why the value of a degree is increasingly defined by what it enables skills, experience, outcomes - rather than the qualification itself. The structural answer is not updating curricula faster; it is changing the architecture. Universities need credentials that move at the market's pace: shorter, modular qualifications that can be introduced, retired and stacked continuously - sitting alongside the degree, not replacing it. The university stops being a place you attend once and becomes one you return to across a career. And none of it works with industry consulted at the end of the process. Employers have to be inside it - shaping curricula, teaching, setting live problems, meeting learners well before graduation. That is the work we do with our university partners every day, and it changes what learners walk out with: evidence, not just certification. The universities that lead the next decade will be those that treat employability as an operating principle, not a placement statistic.

5. As you take the helm at Univo, what is your vision for the company's next phase of growth, and how do you see technology and AI reshaping the future of higher education?

I joined Univo a few months ago, and I've spent much of that time doing something simple: listening to learners, to our university partners, and to the data both generated. That shaped my conviction about the next phase. Companies like ours are usually described as enablers. I want Univo to be a catalyst. The difference matters: an enabler is asked how fast something can scale; a catalyst is asked what an institution should be building three years from now. Earning our way into that second conversation while deepening our partnerships, extending reach and widening the programs we support is the work ahead. On AI, I'll offer a practical view rather than a futuristic one, because at Univo it is already operational. We use AI to listen at a scale humans cannot analyse thousands of learner conversations analysed so we understand precisely why students enrol, struggle or leave; AI-driven simulation to train the people who guide them; intelligence that tells universities in real time where a learner needs help before they ask for it. That, to me, is AI's real promise in education: not replacing educators but making an institution radically better at listening and responding to each learner. Machines bring speed and pattern; educators bring judgment, empathy and mentorship. India's next phase of growth depends on developing future-ready talent at scale, and the institutions that combine those two things will be the ones that deliver it.