The present study attempts to unravel the Quality-Access Paradox in Indian higher education against the backdrop of NEP 2020, which has guaranteed equity, inclusiveness, and quality. Using open-access data sourced from AISHE 2021-22, this study examines in-depth the complex linkages between the access indicators represented by Gross Enrollment Ratio and Gender Parity Index with such quality indicators as student-teacher ratio, faculty qualification, and institutional accreditation.

While the greater part of the system of higher education is characterized by dramatic gains in access and gender parity, a few states have attained near or complete parity between male and female enrollments. These access gains are generally counterpoised by residual quality disparities, with states having more enrollment exhibiting weaker faculties, limited research infrastructure, and lower levels of accreditation coverage that reflect institutional strain brought about by rapid growth. This asymmetry confirms the continuing Quality–Access Paradox since the massification of higher education compromises the academic standards.

The present study, therefore, attempts to integrate quantitative evidence from AISHE with the qualitative interpretation of the policy goals under NEP 2020 in order to understand how expansion and excellence are likely to interact in the higher education landscape in India. From the findings, it clearly emerges that the goals under NEP 2020 require simultaneous investment in faculty development, institutional capacity building, and digital infrastructure. Strengthening the accreditation systems, teacher training, and ensuring equity in funding becomes critical for maintaining quality as access gets further expanded.