PROBLEMS AND PEDAGOGICAL APPROACHES IN TEACHING SOCIAL DANCE TO ENHANCE SYSTEMS THINKING SKILLS AMONG UNDERGRADUATE STUDENTS

Abstract

This study aims to examine the problems and pedagogical approaches in teaching social dance to enhance systems thinking skills among undergraduate students. Semi-structured interviews were conducted with five social dance instructors and three experts in systems thinking, all purposively selected. The data were analyzed using an inductive approach. Findings revealed several primary issues, including a lack of clear integration between course objectives that target the development of systems thinking skills alongside social dance competencies. The course content predominantly focuses on direct dance skill training, with insufficient connections to analytical thinking and systematic problem-solving. Instructional activities lack diversity and a structured progression for skill development. Teaching methods are primarily lecture- and demonstration-based, lacking learner-centered approaches and effective collaborative group work. Assessment practices focus mainly on dance skills, neglecting a comprehensive evaluation of systems thinking abilities. Furthermore, teaching media and learning environments are inadequate to support the cultivation of systems thinking skills, thereby limiting learners’ opportunities to develop these skills effectively. Recommended pedagogical strategies emphasize integrating the development of systems thinking skills with social dance practice by designing activities with clear sequencing and learner-centered approaches. These include promoting group work, scenario-based simulations, and real-world problem solving. Diverse instructional media, such as static images and videos, should be incorporated, alongside providing a safe and appropriate learning environment. Participatory assessment methods that evaluate both dance skills and systems thinking competencies comprehensively are encouraged to foster continuous and sustainable learning outcomes.