# Evaluating mental health education in ethnic minority universities in China: a CIPP model approach

## TL;DR

This study evaluates mental health education programs in ethnic minority universities in China using a CIPP model to assess their quality and impact.

## Contribution

The study introduces and validates a CIPP-based scale for evaluating mental health education in ethnic minority universities.

## Key findings

- The CIPP-based scale showed strong structural validity and internal consistency.
- Student evaluations varied significantly by gender, academic year, discipline, and institution type.
- Challenges in engagement, resource continuity, and service utilization were identified despite program effectiveness.

## Abstract

The growing need for mental health education in ethnic minority universities in China has highlighted the importance of evaluating program effectiveness. This study aimed to develop and validate a CIPP-based scale designed to assess the quality and impact of mental health education programs in these institutions.

A total of 1,635 students from 10 universities in Inner Mongolia participated in the study. The CIPP-based scale was tested for reliability and validity across four dimensions—context, input, process, and product—using quantitative analyses.

The results demonstrated strong structural validity and internal consistency of the scale. Significant group differences emerged in student evaluations by gender, academic year, discipline, and institution type, while prior counseling experience had no significant influence.

Although the program was broadly recognized for its effectiveness and instructional quality, challenges persisted in student engagement, resource continuity, and service utilization. The findings underscore the need for an integrated, inclusive, and culturally responsive educational framework to enhance mental health education for ethnic minority students.