The Role of Regional Universities in Advancing Peace and Reconciliation: The South Asian University Experience

• In Event: Regional Pathways to Reconciliation through International Education: Identities, Institutions, and Cross-Border Collaborations

Proposal

Established by multiple countries within a region or by regional organizations, Regional Higher Education Institutions (RHEIs) are unique platforms that could bring together students, faculty, and governance structures across national borders. This paper investigates the potential of RHEIs in advancing peace and reconciliation, with a particular focus on the South Asian University (SAU).
Founded in 2010 by the eight member states of the South Asian Association for Regional Cooperation (SAARC)—Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka—SAU was envisioned as a platform to promote “regional consciousness” in a region often experienced political tensions and historical conflict. Through initiatives such as compulsory courses on South Asian studies, intercultural residential arrangements, and cultural events highlighting the diversity of South Asian nations, the university seeks to build mutual trust and solidarity among its students.
At the same time, the institution faces a number of challenges. Questions have been raised about whether the university is sufficiently inclusive and representative of all member states, particularly in terms of governance, faculty composition, and student number. Such issues are significant for an institution that aspires to be regional in both purpose and practice. It has been seen by several scholars as a vehicle for Indian soft power. However, more recent discussions have introduced the concept of “knowledge diplomacy” as a framework for international higher education cooperation—one that moves beyond soft power and emphasizes reciprocity and mutual benefits. This study situates SAU within this debate, asking: to what extent can the university embody knowledge diplomacy rather than soft power? Moreover, it investigates the factors that shape the knowledge diplomacy of SAU and its role as a platform for peace and reconciliation in South Asia.
This study draws on fieldwork conducted in 2024, including 26 interviews with faculty members, students and other stakeholders. The interviews explored governance, curriculum, pedagogy, and everyday experiences, with a particular focus on how the university creates spaces for dialogue across national and cultural divides. Faculty members noted the complexities of teaching classrooms where students bring diverse educational backgrounds and conflicting historical narratives, highlighting the importance of pedagogical strategies that encourage balanced perspectives.
The findings indicate that while SAU has created valuable opportunities for intercultural engagement, its ability to function as a regional entity depends on cultivating a shared institutional identity among faculty members and stakeholders. Additionally, for the university to fully realize its peacebuilding potential, sustained commitment from all member states is essential, particularly in collective decision-making and shared ownership of the institution’s academic and administrative development.

Author

• Leyla Radjai, UNESCO