This line of inquiry explores how corporations, global technology companies, and the EdTech industry influence educational agendas through discourse, marketing, and strategic partnerships. It examines how corporate discourses, centered on optimism, solutionism, personalization, disruption, and “future-readiness”, become embedded in policy documents, state-level initiatives, curriculum reforms, and global education reports. By analyzing large corpora of industry publications, policy texts, and institutional communications, it unpacks how commercial interests and technological imaginaries permeate educational systems, influencing how problems are defined, how solutions are framed, and whose visions of education become dominant.