This paper investigates the transformative trajectories of humanistic inquiry through the lens of South Asian epistemologies, postcolonial theory, and the expanding horizons of the digital humanities in the Global South. Focusing on the historical dominance of Eurocentric interpretive paradigms in higher education, this study demonstrates how integrating non-Western traditions of critical debate—such as Indian Mimamsa hermeneutics, Buddhist Nagarjuna dialectics, and Rabindranath Tagore's holistic education framework—provides essential tools for addressing twenty-first-century societal crises. The article further evaluates the challenges of algorithmic bias, digital archival sovereignty, and systemic educational inequality, arguing that a truly universal humanistic discourse must embrace epistemic pluralism and decolonized pedagogical models.