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

Introduction 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. Methods 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. Results 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. Discussion 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.