Deconstructing enclosure of knowledge in higher education through digital and open networked models that use innovative pedagogies

As higher education transitions from Industry 4.0 to 5.0 amid global instability, universities face a profound paradox. While processing big data is effortless, potentially millions of gigabytes of student-generated intellectual capital like essays, theses and projects remain trapped behind closed institutional repositories. Driven by neoliberal demands, dominant frameworks treat student work as transactional assessment checkpoints rather than contributions to the global knowledge commons, suppressing students professional virtual identities and public agency. To analyze this enclosure, the authors introduce the content enclosure matrix, a taxonomy mapping eight nested layers of institutional and technological barriers. They argue that digital, open networked learning, rooted in critical, student-centered pedagogies acts as a powerful opening force. Liberating student outputs into interactive, open-source ecosystems transforms universities from spaces of passive consumption into vibrant knowledge hubs. Finally, the article examines neoliberal mechanics, open networks as democratic counter-spaces, pedagogical requirements, and virtual persona and AI dualities.