Formation of intercultural competence through dance pedagogy in Chinese educational institutions

Abstract

This article examines the formation of intercultural competence through dance pedagogy in Chinese educational institutions. The relevance of the issue is due to increasing globalization and the need for students to develop intercultural communication skills. The introduction justifies the choice of dance as an effective educational form that can unite the cultural traditions of various peoples and stimulate the emotional and creative development of learners. The methods section presents a set of research approaches. Literature analysis, classroom observations, structured interviews with both teachers and students, as well as an experimental implementation of the author’s dance pedagogy program were used. This multidisciplinary approach allowed for the collection of both quantitative and qualitative data necessary to evaluate the influence of dance activities on the formation of intercultural competence. The main results of the study demonstrate that integrating dance practices into the educational process contributes to enhanced empathy, the development of communication skills, and a greater openness to cultural differences. Students participating in the experiment reported increased self-confidence, an improved ability to express themselves, and higher motivation to study and accept other cultures. Teachers emphasized that the introduction of dance pedagogy positively affects the overall educational climate and contributes to the formation of a sense of community among students. The discussion section analyzes the obtained data in comparison with the results of previous studies in the field of intercultural education. It discusses the significance of dance as a universal language that helps overcome barriers encountered in intercultural interactions. Recommendations for integrating this methodology into educational programs are provided, along with prospects for further research to optimize pedagogical practices. Thus, the article demonstrates that dance pedagogy is an effective tool for the formation of intercultural competence, which is of strategic importance for modernizing educational processes in today’s global society.