The role of Education Technology Startups (EdTechs) and neoliberalism in commodifying knowledge within higher education is examined, with a focus on the UK and India during the COVID-19 pandemic. The study explores how the pandemic accelerated EdTech adoption, transforming academic content into marketable commodities aligned with neoliberal ideals of privatisation and competition. While commodification is presented as a pathway to financial viability and enhanced accessibility, infrastructural and socioeconomic inequalities remain significant barriers. EdTechs’ innovative business models have reshaped educational access, equity, and content quality, often exacerbating pre-existing disparities. Ethical concerns, including data privacy and the erosion of academic autonomy, are also discussed. Through a comparative analysis of the UK and India, the paper highlights initiatives addressing the digital divide and challenges related to digital poverty. While EdTechs offer potential benefits in broadening educational access, the study stresses the importance of balancing technological innovation with core educational values of equity and quality, ensuring that education remains a public good.