Exploring Children’s Digital Home Learning Environment: Cross-Cultural Construct Validation of the HLEQ

Although digital media play an increasingly important role in young children’s home learning environment (HLE), validated tools that measure both traditional and digital aspects of the HLE are lacking. The present study examines the cross-cultural validity of the Greek Home Learning Environment Questionnaire (HLEQ) in Austrian and Hungarian contexts. A sample of N = 515 parents of preschool children (Mage = 62 months, SD = 13.2; 52% boys) was assessed. Confirmatory factor analyses supported the six-factor structure of the HLEQ across both countries, including digital learning activities as a distinct dimension. Reliability indices (Cronbach’s α, McDonald’s ω) indicated acceptable to good internal consistency across most scales. Multi-group analyses demonstrated configural and metric invariance, suggesting comparable factor structures and item–factor relations across countries. However, scalar invariance was not supported, indicating differences in item intercepts and limiting the comparability of latent mean levels. Descriptive findings revealed cross-national differences in most HLE dimensions. Overall, the results advance cross-cultural research on digital learning environments and support the structural validity of the HLEQ across cultural contexts while highlighting the importance of culturally sensitive interpretation when comparing HLE levels. Future research should examine how traditional and digital aspects of the HLE contribute to children’s development.