China and India Take Opposite Education Approaches

In the early 21st century, China and India, Asia’s two most populous countries, are taking very different approaches to education. As the world moves into the Fourth Industrial Revolution—a new era combining the physical, digital, and biological worlds—both countries are trying to prepare their people for the future, but in opposite ways. This is not just about teaching methods; it reflects a deeper disagreement about what kind of citizen and thinker is needed in an age dominated by Artificial Intelligence (AI).

In China, the focus is on the “New Engineering” (Xin Gongke) program. This government-led strategy aims to train workers in very specific, high-demand industries. It breaks down traditional subject boundaries, but the goal is not to create well-rounded thinkers; it is to produce highly specialised professionals for strategic fields.

In India, the National Education Policy (NEP) 2020 takes a different approach. India wants to create “Renaissance Engineers”—professionals who can think critically, solve problems, and understand society. The idea is that a more holistic education will help India’s workforce move up the global value chain, not just in technical skills but also in creativity and social awareness.

In short, China aims for deep specialization, while India bets on broad, adaptable learning. Both strategies reflect each country’s vision of the future citizen in a world increasingly shaped by AI.