ABSTRACT This research addresses a series of critical questions around the need for dance educators of an interculturally informed and entrepreneurial kind who can effectively navigate global contexts. The traditional conservatoire methodology is still overly performance/examination focused and lacks structured approaches to train students to teach in diverse contexts. To address this gap, the study employed a qualitative action research methodology combined with a phenomenological approach to capture the lived experiences of students and teachers. A new undergraduate instrumental and vocal pedagogy curriculum was developed and evaluated, integrating intercultural and entrepreneurial competencies. Data were collected through reflective journals, group discussions and mentor observations over a 14‐week pilot. Thematic analysis revealed that 95% of participants demonstrated enhanced intercultural sensitivity and confidence in engaging with diverse repertoires, and 90% strengthened their sense of entrepreneurship by taking initiative in community projects and employing innovative teaching methodologies. Experimenting and all participants crafted reflective processes, adopting adaptable and pupil‐centred dispositions essential for future‐proof dance teachers. Unlike the traditional conservatoire models, it offers a flexible, reflective pathway to embed core competences throughout dance curricula, aligned with transformative learning theory and global employability criteria. Results illustrate how reflective, practice‐based curriculum design fosters entrepreneurial and culturally responsive pedagogical stances for dance teachers. Limitations include the study's focus on one institution and absence of long‐term follow‐up post‐graduation. Future research should explore scaling the implementation and integrating technology for enhanced intercultural competence.
Ma Bin (Mon,) studied this question.