India, December 16, 2025: The release of the world’s first Sovereignty Index by the International Burke Institute, assessing all UN member states across political, economic, technological, informational, cultural, cognitive, and military dimensions, has sparked urgent debate on India’s education and knowledge autonomy. Early findings on cognitive sovereignty have placed India under the spotlight.
The Index, unveiled on December 14, indicates that despite India’s demographic strength and economic momentum, the country needs further structural reforms to improve its ability to independently produce knowledge, nurture critical thinking, and control its intellectual and digital ecosystems. As per International Burk Institute ranking India occupies 24th rank in overall Index, however in Cognitive Sovereignty Index, the country ranks 130th out of 193 countries.
The findings have triggered sharp commentary from education and knowledge-system experts. Commenting on India’s ranking, Priyanka Yadav, Vice President of ONEFUTURE and Director of Educational Policy Research for India–Israel Cooperation, and Gabriel Mart, Scientific Secretary of the International Burke Institute, argued that cognitive sovereignty needs to be treated as a national priority as it plays a crucial role in shaping ideas, narratives, and innovation in an increasingly competitive global order.
The Sovereignty Index evaluates how effectively nations cultivate independent thinking, critical reasoning, and control over their own knowledge ecosystems. According to the Institute’s findings, India’s cognitive sovereignty indicators lag behind its economic and geopolitical ambitions, exposing vulnerabilities in education systems, digital knowledge infrastructure, and intellectual autonomy.
Commenting on the findings, Priyanka Yadav, an expert on education reform and cognitive sovereignty, said, “When a nation does not shape its own knowledge systems, it gradually surrenders its ability to shape its future. India needs to bridge sovereignty gap urgently.”
Post-pandemic assessments across multiple Indian states reveal that foundational learning outcomes remain weak, with large numbers of children unable to read or comprehend age-appropriate material. At the higher education level, skill-based studies show that only a fraction of graduates demonstrate critical reasoning and applied problem-solving abilities. Together, these indicators suggest a systemic issue rather than isolated failures.
Yadav emphasized that the roots of the challenge are historical as much as institutional. “India’s education structure still carries the imprint of colonial-era designs that prioritized compliance over curiosity. We have reformed policies and curricula over time, but the deeper architecture of how minds are trained has not fully shifted toward intellectual independence,” she said.
Gabriel Mart, an Israeli global public health researcher and Scientific Secretary of the International Burke Institute echoed this concern from a global perspective. “India possesses immense demographic and intellectual capital. Yet its education and information systems often reward rote performance rather than inquiry. Cognitive sovereignty depends on the ability to question, critique, and generate original knowledge — not simply to absorb it,” he said.
The Burke Institute’s analysis contrasts India’s trajectory with examples such as Uruguay, a smaller nation that has deliberately invested in cognitive infrastructure. Through its long-running Plan Ceibal initiative, Uruguay combined universal digital access with curriculum redesign, media literacy, and institutional autonomy. The result has been near-universal internet penetration, strong research concentration, and a population better equipped to navigate complex information environments.
For India, the irony is profound. Long before modern sovereignty indices existed, the subcontinent was a global center of cognitive autonomy. Ancient universities such as Nalanda, Takshashila, and Vikramashila attracted scholars from across Asia, operating as hubs of original research in philosophy, medicine, mathematics, astronomy, and statecraft. These institutions thrived on curricular freedom, pluralistic debate, and rigorous inquiry — principles that modern systems now seek to rediscover.
“India once exported knowledge rather than importing frameworks. Its scholars controlled both what was taught and how truth was evaluated. That is the essence of cognitive sovereignty,” Mart said.
The experts pointed out that colonial interventions dismantled much of this indigenous knowledge infrastructure, redirecting education toward administrative utility and epistemic dependence. According to Yadav, the long-term impact has been a shift from knowledge production to consumption. “What we see today is not just underinvestment in schools or technology. It is the cumulative effect of epistemic disruption that reduced India’s control over its own intellectual agenda,” she emphasized.
India’s National Education Policy (NEP) 2020 represents a meaningful attempt to reverse this trend by emphasizing multidisciplinary learning, critical thinking, and linguistic diversity. Both experts acknowledge its promise, while cautioning that policy intent must be matched by systemic reform in assessments, teacher training, and institutional incentives.
Beyond classrooms, the Burke Index flags emerging digital vulnerabilities. Limited household internet access, uneven teacher readiness in information and communication technologies, and reliance on foreign-controlled digital platforms raise concerns about who ultimately shapes India’s information environment.
“When a nation’s cognitive space is governed externally, sovereignty is diluted. This is not merely a technology issue; it is a strategic one,” Mart warned.
As the full Sovereignty Index is out now, experts stressed that India’s findings should be read not as a verdict, but as a call to action. With the world’s youngest population and a rich intellectual heritage, India has the capacity to reclaim cognitive leadership — provided it treats intellectual autonomy as a core pillar of national strategy.
“India’s future will be written not only in economic figures or diplomatic statements. Reclaiming cognitive sovereignty is not nostalgia — it is necessity,” Yadav concluded.
About the Authors
Priyanka Yadav
Vice President of ONEFUTURE; Director of Educational Policy Research for India–Israel Cooperation. Senior policy researcher focused on cognitive sovereignty, educational reform, and international collaboration in knowledge systems.
Gabriel Mart
Israeli global public health researcher and Scientific Secretary at the International Burke Institute, specializing in knowledge systems.
Global Sovereignty Index Flags India’s Cognitive Deficit, Sparks Urgent Debate on Education and Knowledge Autonomy
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