With the continued growth in online education, higher education institutions have moved community engagement further into virtual spaces through e-service learning courses (Faulconer, 2021). These courses have a history of being client-based, rather than critical or transformational (Strait & Nordyke, 2015). I argue that this conception of e-service learning stems from an entrenched neoliberalism. In response, this paper proposes a humanity-centered, anti-neoliberal pedagogical framework: critical online service-learning (COSL). This pedagogy expands opportunities for access, equity, and solidarity through humanity-centered methods of instruction in the midst of higher education's neoliberal turn. The COSL framework relies on three converging nexuses (student-community, global-local, and individual-structural) that reframe seeming limitations of e-service learning into critical advantages for deepening student learning and advancing community goals all through a fully online experience.