Assessing Learning Spaces

This study assesses college students’ perceptions of classroom learning spaces, with particular focus on safety, respect, and regulation. Employing a quantitative descriptive research design, data were gathered through a structured questionnaire and analyzed using the Customer Satisfaction Score (CSAT) framework. Of the 125 distributed questionnaires, 100 valid responses were obtained through a convenience sampling approach from intact classes enrolled in the required Bible and Church course, a General Education subject that is standardized, interdisciplinary, and commonly taken across different degree programs during the early years of college, at De La Salle-College of Saint Benilde during the second term of the 2025 to 2026 academic year. The findings reveal an overall CSAT rate of 84.42%, indicating generally positive student perceptions of their learning environments. Results suggest that classrooms are widely experienced as emotionally and psychologically safe spaces that foster respectful dialogue, openness, and inclusion of diverse perspectives. These conditions support active participation and meaningful engagement among students. Furthermore, structured classroom management practices—such as guided discussions, reflective activities, and collaborative tasks—were found to contribute to both order and student involvement. Rather than restricting expression, regulation appears to enable a more productive and respectful learning atmosphere. The study underscores that well-structured and intentionally facilitated learning spaces—characterized by clear regulation, respectful interaction, and opportunities for dialogue—are perceived by students as supportive of inclusive and student-centered classroom experiences. It also underscores the role of educators in balancing structure with openness to cultivate respectful and safe classrooms. These findings may inform pedagogical practices that integrate relational, ethical, and sustainable dimensions in higher education, contributing to improved student experiences and outcomes.