Introduction

To support students who wish to pursue higher education abroad, SRM University, Delhi-NCR, Sonepat organised two connected events on consecutive days. A supervised TOEFL Mock Test on 21 September 2026 let students gauge their English-language readiness, and a Global Education Fair on 22 September 2026, inaugurated by the Hon'ble Vice Chancellor, put them in direct contact with representatives of international universities.

Collaboration. The events were organised as a collaboration between the SRM Internal Quality Assurance Cell (IQAC) and the International Relations Office of the SRM Chennai campus. Representatives from Education Matters, Mr Lakshmi Narayan and Mr Irfan Khan, conducted the TOEFL mock test and counselled the students.

Event Snapshot

The TOEFL Mock Test was held on 21 September 2026 from 10:00 AM to 1:00 PM for the final year students and 1:30 to 4:30 for pre-final year students in the 5th Floor Conference Hall, Engineering Block, SRMUH. It was aimed at final & pre-final year students aspiring to study abroad and consisted of a 2-hour supervised mock test followed by a 1-hour briefing and debrief, conducted by Mr Lakshmi Narayan and Mr Irfan Khan of Education Matters. A total of 47 students participated. The Global Education Fair followed on 22 September 2026, also from 10:00 AM to 3:00 PM, at the Foyer Square, Ground Floor, New Academic Block, SRMUH.

TOEFL Mock Test

Objective

The mock test gave aspiring applicants a realistic, timed experience of the TOEFL and an early indication of their performance in Listening, Speaking, Reading and Writing. The test was conducted by Mr Lakshmi Narayan and Mr Irfan Khan of Education Matters, who also led the one-hour debrief that followed. In that session they counselled students on the test format, their performance and their study-abroad options.

Participation

47 students took the mock test: 21 from the 3rd year and 26 from the 4th year. The 3rd-year group was almost entirely B.Tech CSE (Core, DSAI and CEDA streams), with 20 students, along with one student from B.Tech BME. The 4th-year group was more varied, with 13 students from CSE (all streams), 7 from BBA, 3 from B.Sc. HHA, and one each from B.Sc. Maths, Law (Hons) and B.Tech.

Score Summary and Distribution

On a band scale with a maximum of 6 for all 47 students, the average overall score was 3.89, with averages of 4.26 in Listening, 3.41 in Speaking, 4.56 in Reading and 3.15 in Writing. Third-year students averaged 4.07 overall (Listening 4.33, Speaking 3.57, Reading 4.88, Writing 3.40), while fourth-year students averaged 3.75 (Listening 4.19, Speaking 3.29, Reading 4.31, Writing 2.94). The highest overall score was 5.5. In terms of distribution, nine students (five from the 3rd year and four from the 4th year) scored 5.0 and above, 17 students (nine and eight respectively) scored between 4.0 and 4.5, and 21 students (seven and fourteen respectively) scored below 4.0.

Observations

• Reading was the strongest skill for both years (average 4.56). Writing needed improvement (average 3.15), followed by Speaking (3.41).
• Third-year students averaged higher overall (4.07) than fourth-year students (3.75). The 3rd-year group is also more homogeneous, being almost entirely CSE.
• Nine students (about 19%) scored 5.0 or above. Two students, both from the 3rd year, reached 5.5 overall. Twenty-six students (about 55%) scored 4.0 or above.
• Twenty-one students (about 45%) scored below 4.0, and Writing and Speaking are the main areas where they lost marks.

Global Education Fair

Objective

The fair allowed students to interact with representatives of international universities and learn about programmes, admission requirements and pathways in the USA, UK, Australia and Germany. The fair was inaugurated by the Hon'ble Vice Chancellor, and 14 universities took part.

Participating Universities

By country, eight of the universities are from the USA, three from the UK, two from Australia and one from Germany. Oregon and Southampton were listed with an Indian presence as well.

Profile of Participants

Around 80 students registered for the fair, while 73 were from undergraduate (UG) students, 4 from MBA, 3 from BBA. By year of passing, 49 entries belonged to the 2028 batch (pre-final year), 11 to the 2030 batch (first year), 8 to the 2027 batch (final year) and 6 to the 2029 batch, while 6 were from other programs.

Observations

• Most attendees (about 61%) belong to the 2028 batch, which suggests that students are starting to explore study-abroad options a year or more before graduation.
• The fair also drew 11 first-year students (2030 batch) and 6 from the 2029 batch, so interest in overseas study starts early.
• Only 8 entries are from the 2027 final-year batch, the group the TOEFL mock test was aimed at, so there is room to reach them better.

Key Takeaways and Recommendations

After attending the programme, the participants were able to:

• Benefit to students
  The two events gave students an early, realistic benchmark of their English-language readiness and first-hand information on programmes, admission requirements and pathways in the USA, UK, Australia and Germany. This helps them make informed choices about destinations and courses, identify their skill gaps, and plan their preparation well before the application stage.
• International preparedness
  Sitting a timed, TOEFL-format test and meeting representatives of 14 international universities on campus exposed students to global academic standards and expectations. The debrief and counselling sessions helped them understand what is needed for admission abroad, so that students are better prepared for international study.

Conclusion

The TOEFL Mock Test held on 21 September 2026 and the Global Education Fair organised on 22 September 2026 by the Internal Quality Assurance Cell (IQAC) provided valuable opportunities for students to enhance their preparedness for international education and explore global academic opportunities. The initiatives facilitated exposure to the TOEFL examination and international higher education prospects, supporting students in making informed decisions about their academic and career aspirations. These efforts reflect the University's commitment to academic excellence, global engagement, and continuous enhancement of student learning and development.