This study aims to assess the capacity of Open Distance e-learning (ODeL) to provide opportunities for lifelong learning among adult learners, especially those from underprivileged backgrounds. This research examines how online distance learning (ODeL) promotes equality, accessibility, and flexibility while also finding scenarios when ODeL surpasses conventional face-to-face learning methods. We gathered data via comprehensive interviews with ODeL practitioners employing qualitative approaches; thereafter, we analyzed the data thematically to emphasize recurring trends. Research indicates that although Open and Distance e-learning (ODeL) improves flexibility and accessibility for learners with restricted time and resources, persistent systemic obstacles, including digital disparities, elevated dropout rates, and financial limitations, continue to pose substantial hurdles. The paper provides evidence-based recommendations, including targeted interventions to address these barriers and strategies to enhance ODeL’s impact on marginalized populations. The study critically evaluates ODeL’s strengths and limitations and contributes to ongoing discussions on equity and inclusion in lifelong education.