The purpose of this study is to explore the importance of international and culturally diverse learning environment element in Teaching and Learning Guiding Principles (TLGP). The study employed a survey design and was administered to 350 Malaysian teacher educators from ten Malaysian higher teacher education institutions which were selected using cluster sampling technique. Confirmatory Factor Analysis (CFA) was used to test for model fit, reliability and validity of the construct measured namely the international and culturally diverse learning environment. The CFA results yielded four items of international and culturally diverse learning environment, indicated goodness of fit indices (TLI=1.002, CFI=1.000, RMSEA=0.000) with all factor loadings were more than 0.5 as well as high item reliability and internal consistency (AVE=0.60, CR=0.83). This study provides an indication for the evidence of the importance of the international and culturally diverse learning environment element in teaching and learning guiding principles. Offering an atmosphere of international and culturally diverse learning environment in teaching and learning may contribute to greater meaningful learning and diverse culturally environment that can be explored and experienced by the students individually with multi-layered culture around them.
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