The INSPIRE framework for transformative and inclusive education: a case study of the science faculty at a Commonwealth university

Purpose This study aims to examine the development and implementation of the INSPIRE (Integrating New Strategies for Performance in Inclusive and Reflective Education) framework within a university’s Science Faculty across various instructional modalities to enhance student outcomes and uphold assessment integrity. Design/methodology/approach This action research-informed case study evaluated the effectiveness of INSPIRE in reducing failure and improving student engagement by comparing two instructional periods: the pre-INSPIRE phase, with traditional teaching methods, high failure rates and limited support, and the INSPIRE-driven phase, which introduced adaptive assessments, AI-enhanced learning tools and inclusive education strategies. Data from student performance records, faculty reports and student surveys were analyzed using a mixed-methods approach to assess changes across departments and instructional modalities. Institutional reports, including examiners’ meeting minutes and academic board discussions, were examined alongside semistructured interviews with faculty and students to triangulate findings and identify implementation challenges. Findings INSPIRE led to a 4.5-fold reduction in high-failure courses, significant improvements in student engagement, assessment integrity and equity-driven support mechanisms. Online and hybrid learning environments exhibited the most substantial gains, benefiting from adaptive assessments and AI-powered learning tools, while face-to-face instruction required further enhancements in active learning methodologies. Originality/value This study advances discourse on evidence-based educational reforms, demonstrating the potential of structured, iterative interventions to transform student learning. INSPIRE serves as a scalable model for institutions seeking to enhance student success.