Understanding and improving learning environments has become an essential pursuit in educational research and practice. The psycho-social dimensions of the classroom—those intangible, interpersonal, and environmental aspects that shape how students feel, behave, and achieve—have increasingly gained recognition as central to effective teaching and learning. In response, researchers have developed a wide array of instruments to measure various aspects of these environments, aiming to quantify students’ and teachers’ perceptions and use the results to enhance educational outcomes.