Higher education in developing countries has undergone major changes over the past two decades; the next two decades would be truly transformative. Changes are expected at all four levels: within the classrooms, inside higher education institutions, in nation states, and at the global level. Classrooms for the future would be based on a new learning paradigm. Focus will shift from content to pedagogy with technology and learning analytics playing a key role. Impact of technology on classroom instruction has thus far been marginal, but will be profound in the next two decades. Even with large class sizes, instruction will be customized to individual needs and preferences. Students will increasingly be engaged in experiential and interactive learning, learning from themselves, their peers, and their immediate environment—just as much as they would from their professors. In terms of institutions, there would be a far larger number of players. Monopoly power of universities on knowledge creation and dissemination would be significantly diluted as a diverse set of nonuniversity actors emerge on the horizon. Moreover, the distinction between for-profit and nonprofit entities would get blurred. There will be an unbundling of functions of universities, with the focus on core functions of teaching and research. For most universities, a shift from the collegial to a managerial atmosphere is inevitable. Higher education systems are at different stages of development in various countries. While most advanced nations have matured and fully developed systems with universal enrollment, developing nations have seen a dramatic expansion, primarily driven by the private sector, over the past two decades. The next two decades would be focused on consolidation and quality improvement instead of further expansion. With increasing cost pressures, there will be a convergence of national policies to pass on the costs of higher education to students and parents. Online platforms and learning will lead to democratization of knowledge and provide near universal access to higher education, even in the remotest areas and to the disadvantaged sections. While actual quality differentials would be much less, there would be more intense competition for top institutions especially in reputation and perception. Higher education would be far more global in its scale and scope than today but with some difference. Today, perceived winners are those countries that are able to attract a large number of students to their home campuses or establish international branch campuses. However, it will be recognized that this is not a zero sum game, but all countries, even those countries that have outbound students of higher education tend to benefit through access to high-quality education. With deepening global economic and cultural conditions and increased use of digital technologies, global networking and a participatory learning process will emerge with transnational education playing an important part. The present trend of cross-border mobility of students for full course of study would be replaced by part study abroad through semester exchanges, etc. Overall, these developments would have positive consequences for higher education, but some negative implicaSymposium Statement