Psychometric validation of the college and university classroom environment inventory in Vietnamese higher education: Evidence from a Confucian cultural context

Abstract

In the context of global reforms in higher education, creating effective classroom environments has become increasingly important, underscoring the need for valid instruments that capture students’ perceptions of learning settings. This study examined the psychometric properties of the College and University Classroom Environment Inventory (CUCEI) in Vietnamese higher education. A quantitative design was employed with 297 undergraduate students from three universities in the Mekong Delta. For cross-validation, the sample was randomly divided into two subsamples for exploratory factor analysis (EFA; n = 150) and confirmatory factor analysis (CFA; n = 147). The findings supported a refined 28-item, seven-factor structure comprising involvement, satisfaction, innovation, personalization, student cohesiveness, individualization, and task orientation. The instrument demonstrated strong internal consistency, with Cronbach’s alpha coefficients ranging from 0.81 to 0.92, and the CFA indicated good model fit (CFI = 0.93, TLI = 0.92, RMSEA = 0.05). A higher-order model was not supported, suggesting that classroom environment is better represented as a multidimensional construct. Evidence of convergent and discriminant validity was obtained, while predictive validity was demonstrated through significant associations with dimensions of student engagement, including vigor, dedication, and absorption. Overall, the findings support the CUCEI as a reliable, valid, and culturally appropriate instrument for assessing classroom environments in Vietnamese universities and informing evidence-based educational improvement and future classroom development initiatives.