<jats:sec> <jats:title>Purpose</jats:title> <jats:p>This paper aims to develop a theoretical framework that positions teacher well-being and work–life balance (WLB) as foundational to the design of inclusive and equitable higher education environments. While institutional inclusion efforts largely prioritize student diversity and access, the emotional and professional sustainability of educators remains under-theorized. The paper reorients inclusion as a systemic responsibility that must begin with institutional care for those who teach.</jats:p> </jats:sec> <jats:sec> <jats:title>Design/methodology/approach</jats:title> <jats:p>Adopting a conceptual and theory-building approach, the study integrates the job demands-resources model with WLB theory, enriched through sociological and critical educational perspectives, including Goffman’s dramaturgical analysis, Durkheim’s concept of anomie, Fraser’s theory of social justice, Bell Hooks’ engaged pedagogy and Tinto’s student integration. The framework examines how emotional labor, digital intensification and identity-based pressures (including gender and LGBTQ + inclusion) shape educators’ capacity to foster inclusive learning environments.</jats:p> </jats:sec> <jats:sec> <jats:title>Findings</jats:title> <jats:p>The framework demonstrates that sustainable student inclusion and belonging – particularly for marginalized and diverse learners – depend on emotionally supported, digitally prepared and institutionally valued educators. When teacher well-being is embedded within institutional design, inclusive pedagogy becomes structurally viable rather than individually burdensome.</jats:p> </jats:sec> <jats:sec> <jats:title>Practical implications</jats:title> <jats:p>The framework provides educational institutions with a roadmap to design inclusion from the “inside out.” Prioritizing faculty well-being through balanced workloads, collegial support, digital readiness initiatives and gender-sensitive policies creates the conditions for sustainable inclusive pedagogy. Institutions applying these insights will see enhanced teacher engagement, stronger student belonging and better alignment with global equity goals.</jats:p> </jats:sec> <jats:sec> <jats:title>Social implications</jats:title> <jats:p>Placing educator well-being at the center of inclusion reframes higher education’s role in social change. The framework reinforces the interdependence of health (SDG 3), education (SDG 4) and gender equality (SDG 5) by showing that inclusive classrooms are not possible without emotionally and structurally supported teachers. Beyond institutional reform, the approach encourages society to view educators not merely as deliverers of curriculum but as human agents of justice, care and resilience.</jats:p> </jats:sec> <jats:sec> <jats:title>Originality/value</jats:title> <jats:p>This paper advances an interdisciplinary contribution by reframing teacher well-being as a collective institutional responsibility rather than an individual concern. It extends inclusive design debates in higher education and offers a conceptual model aligned with SDG 3 (good health and well-being), SDG 4 (quality education) and SDG 5 (gender equality), providing actionable insights for academic leaders and policymakers.</jats:p> </jats:sec>