Digital platforms have transformed educational practices, yet validated instruments for studying video-based learning in higher education remain scarce. This study develops and validates a multilingual questionnaire designed to capture patterns of educational video consumption among undergraduate students across 17 countries ( N = 699). Following an exploratory sequential mixed-methods design, focus groups and interviews informed the construction of 81 items distributed in 12 theoretical dimensions. After expert review and pilot testing, the questionnaire was launched in Spanish, English, and Catalan. Data were subjected to exploratory factor analysis (EFA)—used to identify latent constructs—and confirmatory factor analysis (CFA)—applied to test and validate the proposed model. Results indicate a robust 10-factor structure with 30 items. Overall reliability was satisfactory (Cronbach’s α = 0.800), though three factors exhibited lower coefficients, retained for theoretical relevance. This instrument offers methodological innovation for Library and Information Science and related fields, providing a replicable framework for future studies on educational video practices. The multilingual validation across three languages further enhances its transferability and supports comparative research in international higher education contexts.
Juan-José Bóte-Vericad (Thu,) studied this question.