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This study addresses the challenges and opportunities of Distance Learning (EaD) in Angola, highlighting the gaps in funding policies that exclude thismodality from scholarship programs. The research is based on the premise that the lack of specific subsidies compromises educational equity, thus limiting the potential of EaD as a tool for social inclusion and the democratization of higher education. Adopting a qualitative, exploratory-descriptive approach, the study is based on a systematic literature review and document analysis of articles, institutional reports, and legislation. The results show that, despite the growth of Distance Learning (EaD) during the pandemic, its sustainability is limited by structural issues and the prioritization of in-person education in educational policies, perpetuating many inequalities. The study concludes that strategic partnerships and specific funding programs, along with the strengthening of digital infrastructure, are essential to consolidate Distance Learning as an inclusive modality. This research contributes to the advancement of knowledge by proposing solutions to expand digital and financial inclusion in EaD, especially in low-income contexts. Its practical implications are directed at policymakers and educational institutions, reinforcing Distance Learning as a strategic pillar for sustainable development.