The purpose of this study is to increase the efficiency of dance learning and to contribute to the future direction of higher education by identifying the types of dance instruction preferred by Generation Z dance majors.
A survey was conducted on 252 Z generation dance majors who had undergone courses in higher education institutions such as universities or graduate schools. Frequency analysis was conducted to find out the basic sample characteristics of respondents. Reliability analysis and validity analysis are performed to evaluate the reliability and validity of the measurement tool of the survey. Correlation analysis was performed to test the descriptive statistics on the correlation between each variable and the statistical significance of the correlation between the variables. An independent sample T-test and one-way ANOVA were performed to empirically test whether a statistically significant difference occurs according to the general characteristics of the respondent, which is the core of this study. As a result, it was found that there was a difference in preference for each dance professor type (training and instructing behavior type, democratic type, authoritative type, social support type, and positive compensation type) according to age, major, dance experience, and award-winning career. In addition, through in-depth research based on the characteristics of Generation Z, it was found that they preferred the type of dance teaching on the use of digital devices, fair participation opportunities, individual interest, and trend-based classes. From these results, it can be seen that Generation Z dance majors tend to prefer self-directed and democratic educational methods.
Therefore, it was confirmed that college dance education of Generation Z needs democratic changes so that students can participate in decision-making In addition, Generation Z responded most sensitively to and preferred hanging based on fairness, confirming the need for dance hanging suitable for generational characteristics.