A study evaluated the effectiveness of mental health education programs at ethnic minority universities in China, focusing on a scale based on the CIPP model (Context, Input, Process, Product). The research involved 1,635 students from 10 universities in Inner Mongolia and tested the scale for reliability and validity. Results indicated strong structural validity and internal consistency. Differences in evaluations emerged based on gender, academic year, discipline, and type of institution, while prior counseling experience did not significantly affect ratings. Although the programs were generally viewed positively regarding effectiveness and quality, issues such as student engagement, resource continuity, and service utilization were identified. The study highlights the need for a more integrated and culturally responsive educational approach to improve mental health education for ethnic minority students.