Humanities-Informed Liberal Arts Dance Education: Enhancing University Students’ Core Competencies and Learning Satisfaction

Abstract

This study aimed to examine the educational effectiveness of a humanities-centered liberal arts dance course in fostering university students’ core competencies and to explore the broader meaning of these learning experiences. Participants were 75 students enrolled at University A in Seoul, who completed a 15-week humanities-integrated liberal arts dance curriculum. Pre- and post-tests were administered to assess changes in core competencies and learning satisfaction. Data were analyzed using paired-sample t-tests and effect-size calculations (Cohen’s d) through SPSS 30.0. Results indicated significant improvements across all sub-factors of both core competencies and learning satisfaction. Effect sizes exceeded 0.80, demonstrating large and educationally meaningful gains. Among the core competencies, the greatest improvements were found in problem-solving and interpersonal skills, while the largest increase in learning satisfaction appeared in perceived learning outcomes. These findings suggest that integrating humanities-based reflection into liberal arts dance education can exert a substantial positive influence on university students’ holistic competency development. Overall, this study provides empirical evidence supporting the pedagogical value of humanities-centered liberal arts dance education. The results offer practical implications for the design of liberal arts curricula and instructional strategies, contributing to the development of future-oriented, competency-based liberal arts education.