Making inclusive learning: how UDL shapes production culture in an EdTech company

EdTech companies increasingly mobilise ‘inclusive learning’ and Universal Design for Learning (UDL), yet we know less about how these values are produced and stabilised inside platformed EdTech work. This article examines a South Korea–founded global early-childhood foundational learning company with a U.S. headquarters and Asia-based offices, serving families and schools across multiple Asian countries. Data comprise five semi-structured interviews across partnerships, product and accessibility leadership, content and curriculum design, video production, and customer-facing communication, plus desk-based analysis of public-facing texts and publicly available platform screenshots. We show that inclusive learning becomes a production accomplishment: UDL operates as a boundary object coordinating heterogeneous labour and is translated into shippable, auditable tokens such as accessibility settings, multimodal delivery, localisation routines, and doability scaffolds. Legitimation relies on portable evidence – platform traces, dashboards, checklists, and documentary claims – together with narrative credibility infrastructures that render care-intensive labour publicly intelligible. Taken together, the case offers a model for more systematic case studies in critical EdTech studies of the values, work, and evidence practices through which EdTech companies shape contemporary education.