Re-modelling built environment education to mitigate work–study conflict challenges

This study investigates how Built Environment (BE) education in Australian universities can better support student well-being and academic success. Using a mixed-methods design, survey data from 253 students across multiple institutions were analysed by integrating quantitative measures of stress, performance, and mental health with qualitative accounts of student-driven solutions. The diversity of the sample enhances the representativeness of the findings across the BE student cohort. Results confirm significant work–study pressures but, more importantly, identify novel pathways for reform, including curriculum flexibility, stronger industry–academic integration, and accessible support services. To address these gaps, the study introduces the INSPIRE Framework—a holistic, student-centred model that embeds flexibility, resilience, and institutional empathy into BE pedagogy. By filling a critical gap in the literature on student well-being in professional disciplines, the framework offers practical guidance for universities seeking to design more inclusive and sustainable learning environments.