The initiative aims to scale Universal Design for Learning (UDL) principles across multiple campuses by establishing and supporting peer networks. The core objective is to foster collaboration among staff and students, enabling the sharing of best practices in inclusive teaching and learning while embedding UDL into programme design and review processes. The initiative began with the formation of cross-campus peer networks composed of academic staff who have previously completed either the National Forum UDL Teaching & Learning Digital Badge or ATU’s Post Graduate Certificate in UDL. Strategic planning involved identifying key programme areas for UDL integration, designing peer-led workshops and events, and coordinating multi-campus communication channels. The initiative emphasizes co-creation and collaboration, ensuring that network activities respond to local needs while contributing to a broader institutional strategy. Teaching and Learning Approaches: Peer networks facilitate a blend of participatory workshops, knowledge-sharing sessions, and collaborative problem-solving. These sessions are designed to model UDL principles in practice, including multiple means of engagement, representation, and action/expression. By enabling peers to lead events and discussions, the initiative encourages experiential learning and reflective practice among staff and students. Teaching and learning approaches are inherently inclusive, adaptable, and evidence-informed, supporting varied learning styles and accessibility needs. Assessment and Evaluation: The initiative uses a combination of qualitative and quantitative methods to evaluate impact. Feedback from participants, peer reflections, and case studies provide insights into changes in teaching practice and programme design. Additionally, outcomes from the Inclusive Programme Review process are tracked to measure the extent of UDL integration in curricula and to identify areas for continuous improvement. Outcomes: The initiative has led to increased awareness and adoption of UDL principles across campuses. Peer-led events have strengthened professional networks, fostered knowledge-sharing, and built capacity among staff to implement inclusive teaching strategies. Engagement in Inclusive Programme Reviews has ensured that programme redesigns are more inclusive, accessible, and aligned with UDL best practice. Overall, the initiative has contributed to a sustainable model for scaling inclusive teaching practices and promoting a culture of collaboration and shared learning.