Recognition, Resistance, and Reform: Examining Working Professionals' Perceptions of Online Doctoral Education in India in the Era of Education 4.0 and Artificial Intelligence

The rapid advancement of Education 4.0, Education 5.0, and Artificial Intelligence (AI) has significantly transformed global higher education by promoting digital learning, flexible educational pathways, and technology-enabled research environments. Despite these developments, India continues to maintain restrictive policies regarding the recognition of online doctoral degrees, creating substantial challenges for working professionals seeking doctoral education alongside their careers. This study examines the perceptions of working professionals regarding online doctoral education, institutional resistance, career barriers, psychological burnout, and policy reform in the Indian context. The study is based on empirical findings from a survey of 832 respondents representing diverse professional backgrounds. Data were collected using an online structured questionnaire employing a five-point Likert scale. Descriptive statistics, reliability analysis, exploratory factor analysis (EFA), and ordinary least squares (OLS) regression were used to analyse the data. The findings indicate strong support for the recognition of quality-assured online doctoral programmes, with institutional resistance emerging as the strongest predictor of demand for policy reform. Career stagnation and psychological burnout were also found to be significant concerns among working professionals affected by the non-recognition of online doctoral qualifications. The study contributes to the growing discourse on digital transformation in higher education by highlighting the need for regulatory reforms aligned with Education 4.0 and Education 5.0 principles. The findings offer important implications for policymakers, higher education institutions, and regulatory agencies seeking to modernize doctoral education in India.