Global EdTech companies are gradually expanding their capability-building activities in India, with K-12 learning, digital assessment, and AI emerging as important areas of focus. Imagine Learning’s establishment of a Global Capability Centre (GCC) in Bengaluru in September 2026 is one such example.
The centre is designed to support Imagine Learning’s global operations across product development, engineering, artificial intelligence, data and digital learning technologies, alongside curriculum and other business functions.
The development adds to a relatively small but varied group of global EdTech companies with capability operations in India. HMH, Curriculum Associates, ETS and PowerSchool offer further examples, with operations spanning engineering, product development, assessment technology, learning platforms and global operations. Their India models differ: while some centres primarily support global products and teams, others also have products and services aimed at the Indian education market.
How HMH is expanding its engineering mandate
HMH’s Pune centre illustrates how an EdTech GCC can develop beyond execution-focused work. Established in 2023 as a Centre of Excellence (CoE) for technology and engineering, it has grown to 300 employees. In June 2026, HMH expanded the centre into a 24,000 sq. ft. facility.
Speaking to GCC Pulse on the CentreStage podcast, Jaya Wadhwani, SVP, Software Engineering and Country Manager, HMH Tech India, described the shift towards greater strategic contribution.
The initial transition started more around execution because that’s how you build centres; you want to bring a lot of execution at scale through India. As we grow in this journey, the important part becomes what value we are bringing to the table, whether it is related to domain depth, making decisions in more strategic initiatives, or driving important aspects of end-to-end engineering, not just limiting development or support functions.
Her perspective highlights a broader question for Global EdTech centres: how can engineering teams contribute to product development and strategic decisions, beyond delivering work at scale?
Integrating India into global decision-making
Curriculum Associates opened its first Global Capability Centre in India in Bengaluru in September 2024, with plans to hire talent across multiple functions to support the company’s global operations.
In GCC Pulse’s GCC Wisdom series, presented by Aokah, Rajeev Kapoor, Country Head and SVP, described the importance of integrating the India team into the wider organisation.
India is just another office. They will be part of the global ecosystem and have a seat at the table in all of the decision-making framework.
The emphasis is on participation in the global organisation, including its decision-making processes, rather than treating India solely as a delivery location.
Global capabilities and the Indian market
ETS and PowerSchool illustrate how global operations can coexist with products and services aimed at Indian customers.
ETS identifies its India operation as a Global Capability Center, with functions spanning remote proctoring, assessment office, technology, and finance and taxation. Separately, the company offers assessment solutions in the Indian market, including assessment delivery and remote proctoring.
PowerSchool has a Centre of Excellence (CoE) in Chennai and an established office in Bengaluru. Separately, the company is bringing its ‘Schoology Learning’ platform to India’s education ecosystem and offers PowerSchool Neverskip ERP, which supports school administration, student records, fee management, and communication.
These activities represent different aspects of the company’s India presence. Its operational footprint supports the business, while its India-facing products serve local education institutions. The available information does not establish that these market-facing products are developed or managed by the same teams as its capability operations.
What could attract the next wave of Global EdTech?
The existing centres point to capabilities beyond conventional software development. Alongside engineering and AI, EdTech companies require expertise in curriculum, assessment, learning design, data and product development, particularly for K-12 learning products.
Imagine Learning’s Bengaluru centre reflects this range. Its Curriculum-Informed AI™ approach combines AI capabilities with high-quality instructional content, academic standards and research-backed instructional practices, with a focus on academic integrity, equity and student privacy.
Its engineering team also works closely with the US product team on product roadmaps, connecting India-based capabilities with the development of products for global markets. Priya Subramani, Vice President and Managing Director, Imagine Learning India, said,
“We’re not just opening an office here; we’re building a team that will help shape products and technology used by educators and students around the world. Our vision is to make Imagine Learning India a place where exceptional people can do career-defining work from day one.”
As AI influences K-12 learning and assessment tools, companies may seek teams that combine technical expertise with an understanding of educational content and product design.
India’s EdTech GCC footprint remains relatively small, but these examples show the range of capabilities being established, from engineering and assessment operations to product development and global decision-making. Their significance lies not simply in the number of centres, but in the work they are equipped to undertake and the global or local needs they serve.
