Introduction

The implementation of Inspiration Mind Mapping software at TUS was driven by an identified need to better support students in organising their ideas, planning assignments, and engaging with course material in a more structured and meaningful way. Feedback from both students and lecturers highlighted common challenges around note-taking, structuring written work, and managing complex information, particularly for visual learners and those who benefit from more accessible learning approaches. Traditional linear methods are not always effective for all students, and there was a clear need for a more inclusive, flexible tool that could support a range of learning styles.

In response to these challenges, Inspiration Mind Mapping software was introduced as an innovative solution to support student learning. The software enables students to visually organise their thoughts, break down complex topics, and develop clearer connections between ideas. Beyond simple mind mapping, it also supports planning, drafting, and evidencing learning, making it a versatile academic tool that can be used across disciplines. Its visual and interactive nature aligns closely with Universal Design for Learning (UDL) principles. UDL, as defined by AHEAD (2017), is an approach that aims to enhance the learning experience for all students through flexible teaching strategies, assessment methods, and support systems, recognising that there is no single “average” learner and that students engage with content in diverse ways.

This case study will outline the experience of TUS in implementing this tool, including how it was introduced in practice and how it was received by both students and lecturers. It will also share key insights gathered through user feedback, highlighting the perceived benefits, challenges, and overall impact of the software on teaching and learning.