The Indian peninsula is the region with the longest religious history in the world. Religion runs through the historical development process from ancient India to British India, and then to the partition between India and Pakistan. After the second world war, with the booming of national movement for emancipation, coupled with British India suffering from intensified confrontation between hindus and muslims, suzerain Britain introduced the ‘Mountbatten Plan’ to admit Muslim to establish a separated regime, which ultimately led to the construction of India nation-state in 1950, and the formation of Pakistan followed in 1956. Religious factors played an important role in the nation-state construction, as well as in various fields including politics, economy and so on after the establishment of the two countries. After a comparative analysis of the Hinduism’s role in the founding of India and that of Islam in the founding of Pakistan, this paper demonstrated the similarities and differences of religions’ roles in India and Pakistan. As a result, this paper found that religions were the ideological basis for both India and Pakistan to build a nation-state, but there are obvious differences in cohesion. Religious thoughts have influenced the national policies and administrative programs of the two countries in different degrees. Religions also more or less have strengthened the sense of national identity of each ethnic group in the two countries.

With the development of globalization, exchanges and cooperation between countries sub-regions have been promoted day by day. China and India are not only the most populous countries in the world, but also the largest developing countries in Asia. Strengthening exchanges and cooperation between the two countries in the political, economic, social and cultural fields will not only make outstanding contributions to peace and development in Asia and the world at large. However, due to historical and practical reasons, the exchanges and cooperation between China and India need to be improved in terms of both depth and breadth. In the 21st century, as an effective response to the impact of globalization, the development of transnational education cooperation has increasingly become an important aspect of Sino-Indian exchanges and cooperation. However, due to the problems left over from history, political mutual trust, social and cultural differences, inadequate economic exchanges and other problems, Sino-Indian exchanges and cooperation have shown inadequate and imperfect and other problems. In 2013, after the “BRI” put forward, India, a big country in South Asia known for its “inclusiveness”, showed a “skeptical” and “negative” attitude towards it. “Civilizations communicate because of diversity, learn from each other, and develop because of mutual learning”, while “people are the best carrier for civilization exchanges.” Therefore, in this context, China and India need to strengthen education cooperation in order to better realize the exchanges and mutual learning between the civilizations of the two countries.