Abstract
Open and Distance Learning (ODL) was originally conceived as a revolutionary force for democratising education aimed at breaking traditional barriers and ensuring universal access. This paper argues that ODL's trajectory has gradually drifted from its original ideals, mainly because of the strong influence of neoliberal policies and the rapid integration of digital technologies, evolving into Open and Distance e-Learning (ODeL). This transformation has led to a critical contradiction in which the very concept of "open" learning has become increasingly ‗closed‘ for a significant portion of the global population. The analysis, drawing on critical theory and illustrative examples, particularly from Southern Africa, traces the historical development of ODL and analyses its shifting ideological foundations. Key findings reveal that neoliberal reforms, which are characterised by marketization, privatisation and decreased public
The Journal of Distance Learning and Open Learning
2
investment have commercialised education, increasing costs for students and widening inequalities. The digital transformation, while offering potential benefits, has concurrently exacerbated the digital divide through issues of access, affordability, and digital literacy, and introduced new ethical concerns regarding data privacy and surveillance. The paper concludes that ODL stands at a decisive crossroads facing a choice between continued market-driven exclusion and a conscious reclamation of its original mission. It advocates for a fundamental reorientation towards educational justice, recommending robust public reinvestment, the adoption of equity-centred design principles, and the ethical integration of technology to restore ODL‘s original liberating purpos.