Students’ perceptions of their educational environment have been determined to influence their educational performance, behavior, and well-being. Assessing the students’ educational environment enables stakeholders to recognize limitations and opportunities for ensuring optimal learning experiences. However, no studies have yet explored the perceived educational environment of occupational therapy (OT) students in the Philippines.

Using the Dundee Ready Education Environment Measure (DREEM) instrument, this study assesses how occupational therapy students perceive their educational environment. Additionally, this study aims to identify strengths and weaknesses in the current educational environment.

This descriptive cross-sectional study utilized a records review of anonymized secondary responses from the Student Life Survey 2021. The DREEM questionnaire was employed to evaluate the perspectives of occupational therapy students in five domains, namely: students’ perception of learning, students’ perceptions of academic self-perceptions, students’ perceptions of atmosphere, and students’ social self-perceptions. Individual item and subscale scores were summarized as mean and standard deviation (SD).

With a total mean score of 124.12 ± 26.79 in the five domains, the OT students positively perceive their educational environment. Data analysis revealed the scores for the DREEM domains of Students' Perception of Teachers (30.50 ± 6.08), Students' Perception of Learning (31.11 ± 5.94), Students' Academic Self-Perceptions (20.37 ± 4.26), Students’ Social Self-Perceptions (15.58 ± 4.00), and Students’ Perceptions of Atmosphere (26.56 ± 6.51). Interpretation for each domain indicates that the educational environment is moving in the right direction, has a more positive approach, is feeling more on the positive side, is not too bad, and has a more positive atmosphere, respectively.

The study revealed a positive perception of the educational environment among OT students. However, there needed improvement in the areas of authoritarian teachers, the demanding program environment, and the overemphasis on factual learning. To guarantee that OT education in the country is of high quality, these findings can be utilized to inform the institution’s stakeholders regarding policy development, curriculum review, and future OT program development and implementation.