Abstract
Education ought to be the human right of every citizen, rather than being a privilege; owing to its capability to transform the economy, and encourage social development and global sustainability (Ayoko, Orifah, Kehinde & Orifah, 2024). Due to the complexity of information asymmetry and its incorporation into the ecosystem, the zeal to acquire and adopt relevant knowledge has formed the major determinant of human capital development. Therefore, this study delves into the technological accessibility of distance learning and how it impacts the development of human capital. While adopting the descriptive survey research method in this inquiry, data generated through a well-structured questionnaire set from a population of 6879 personnel drawn from the civil service of the 5 Southeastern states of Nigeria were utilised, out of which, 362 were sampled using Krecjie and Morgan's 1970 sample size determination formula. Both descriptive (table, mean, and frequencies) and inferential (Regression Analysis using Ordinary Least Square Method) statistics were used to test the gathered data. The findings showed a statistically significant relationship between human capital development and the accessibility of distant learning. Highlighting remote learning's strategic potential as a tool for developing human capital, particularly in the public sector. Also, workplaces can raise staff skills, productivity, and general performance by providing easily available and flexible training possibilities, thereby supporting institutional efficiency and national development.