The field of educational technology continues to develop and grow in an era of unprecedented demand for the fruits of the higher education orchard. However, the persistent inequalities in relation to access and transfer opportunities remain. In parallel the field of universal design has evolved as a framework that allows us to reframe the ambition of enabling full participation for all citizens by adopting a whole systems approach. Educational technologists have articulated their desire to have an impact on all aspects of the higher education system – however current HE structures often relegate their work to marginalised or subsidiary roles with the HE hierarchy. Previous research capturing the values and beliefs of educational technologists resonates strongly with the emerging universal design for learning agenda. This paper will propose that personal and collective ambitions of educational technologists can be further realised by adopting the principles of universal design.