| Title: |
The INSPIRE Framework for Transformative and Inclusive Education: A Case Study of the Science Faculty at a Commonwealth University |
| Language: |
English |
| Authors: |
Winston Elibox; Koffka Khan; Ayub Khan; Stokeley Smart; Brian N. Cockburn |
| Source: |
Quality Assurance in Education: An International Perspective. 2025 33(4):585-602. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Inclusion; College Faculty; College Science; Teaching Models; Instructional Effectiveness; Learner Engagement; Integrity; Student Evaluation; Equal Education; Blended Learning; Electronic Learning; Science Departments; Foreign Countries; Science Instruction; Teaching Methods; Teacher Attitudes; Student Attitudes; Technology Uses in Education; Artificial Intelligence; Academic Achievement; Universities; College Students |
| DOI: |
10.1108/QAE-02-2025-0037 |
| ISSN: |
0968-4883; 1758-7662 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1497157 |
| Database: |
ERIC |