Making inclusive learning
How UDL shapes production culture in an EdTech company
Bibliographic Data
| ID | 21785641 |
|---|---|
| Authors | Seong-Cheol Lee (0009-0009-7204-0590, Gyeongin National University of Education), Hee Seong Jeong (0000-0001-6574-5191, Gyeongin National University of Education, corresponding author), Sohyun Park (0000-0003-4719-6920, Gyeongin National University of Education) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-07-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning Media and Technology (JOURNAL) |
| Journal identifiers | ISSN: 1743-9884 • E-ISSN: 1743-9892 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17439884.2026.2693921 |
| OpenAlex | W7167726769 |
| Language | EN |
| References cited | 24 |
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
Boundary object · Boundary-work · Credibility · Curriculum · Legitimation · Narrative · Reputation · Disability Rights and Representation · Global Educational Policies and Reforms · Innovative Education and Learning Practices
Big Data in Education
Managing Legitimacy
Challenging the inequitable impacts of edtech
A critical analysis of the research evidence behind Cast’s universal design for learning guidelines
The critical study of digital platforms and infrastructures
Reflecting on reflexive thematic analysis
Trust in Numbers
Introduction
Document Analysis as a Qualitative Research Method
Institutional Ecology, `Translations' and Boundary Objects
Containing the Atom
We Reject the Use of Generative Artificial Intelligence for Reflexive Qualitative Research
Using thematic analysis in psychology
Naturalistic inquiry
This is Not a Boundary Object
A Sociology of Quantification
Towards platform pedagogies
Theory Construction in Qualitative Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |