Validation of the support for creativity in a learning environment – SCALE: A cross-sectional study conducted with university teachers in Pakistan

The current study aimed to establish the psychometric properties of a newly developed instrument, the Support for Creativity in a Learning Environment (SCALE). The SCALE has not yet been widely used internationally, particularly in Pakistan. This instrument is designed to assist educators in identifying strategies that promote student creativity. Data were collected electronically via Google Forms using a convenience sample of teachers (N=336) from educational institutions across Pakistan. The sample demographics included 192 males and 144 females with an average age of 37.08 years. Statistical analyses were conducted using SPSS and AMOS software. Convergent and divergent validity established using smart PLS. The SCALE exhibited good internal consistency reliability (α = .86), acceptable model fit criteria and supported construct validity based on established criteria. Exploratory Factor Analysis revealed a three-factor structure with subscales representing physical environment (PE), learning climate (LC), and learner engagement (LE). Configural and metric invariance were also established for multigroup analysis using AMOS. Additionally, t-tests indicated that creativity was perceived to be higher in private/semi-private institutions compared to public institutions in Pakistan. Furthermore, creativity was perceived to be more effectively fostered in urban areas compared to rural areas. However, no significant differences were found across Pakistani provinces. Based on these findings, the study recommends the implementation of the SCALE within Pakistani educational settings to assess and promote student creativity.