The worldwide higher education ecosystem is quickly evolving with the principles of Education 4.0 and Education 5.0, highlighting digital incorporation, adaptability, sustainability, and learner-centred approaches. Although undergraduate and postgraduate programs in India have increasingly embraced online and blended formats, doctoral education continues to be primarily conducted on campus. This inflexible framework generates a significant policy void that inhibits access for employed individuals, women, remote learners, and foreign academics, thus constraining inclusivity and sustainability. This study thoroughly analyzes the structural, institutional, and regulatory obstacles hindering the uptake of online doctoral education in India, specifically regarding the University Grants Commission (UGC) Ph.D. Regulations 2022. Based on global best practices, sustainability frameworks, and initial survey results from Indian professionals, the study posits that opposition to online doctoral programs is rooted more in obsolete regulatory frameworks and deeply ingrained institutional mindsets than in worries about academic rigor. The manuscript presents a staged policy framework for incorporating online doctoral programs in non-laboratory fields via strong quality assurance practices, supervisor training enhancement, digital research facilities, and clear assessment processes. It concludes that India’s goal to become a knowledgebased “Vishwa Guru” relies on adopting adaptable, inclusive, and digitally supported doctoral education in accordance with Education 4.0 and 5.0 principles.