The evolution of Open and Distance Learning (ODL) systems has been a dynamic process shaped by changing societal needs, technological advancements, and the growing demand for inclusive education. Traditional distance education emerged as a response to the need for education beyond the conventional classroom, allowing learners who were geographically dispersed, professionally engaged, or socially constrained to access educational opportunities. In its earliest form, distance education relied primarily on print-based correspondence courses, where study materials, assignments, and assessments were sent through postal services. This model emphasized self-paced learning, with learners taking responsibility for their own progress, often supported by occasional face-to-face interactions or regional study centers. As the limitations of purely print-based education became apparent, such as delayed communication and limited interactivity, institutions began incorporating audio and visual media to enhance the learning experience. Radio and television broadcasts became popular tools, particularly in the mid-20th century, providing learners with lectures, demonstrations, and educational programs. These mass media approaches enabled educators to reach wider audiences and facilitated more engaging forms of learning compared to