Conference Program

Cultural awareness and expression – recognised by the European Commission as one of the eight key competences for lifelong learning – is fundamental to fostering democratic societies, strengthening community cohesion, promoting civic engagement, and encouraging respect for diversity (EC). To enable young people to become citizens who actively contribute to the development of a sustainable society, formal and non-formal educational contexts are increasingly required to become more participatory and inclusive (Giroux, 2011; Bourn, 2022). One approach to achieving this goal is the use of arts-based methods, which are also effective tools for fostering young people’s cultural awareness and creative expression (Chemi & Du, 2018; Ferrer‐Fons et al., 2022). By implementing arts-based pedagogies in diverse educational contexts, educators play a pivotal role as agents of social change, supporting young people in the development of the knowledge, skills, and confidence needed to actively engage with social and cultural issues. Research indicates that dance, as an artistic practice, enables individuals to express personal experiences through movement, contributing to identity exploration and strengthening a sense of belonging, while also fostering cultural participation and intercultural dialogue (Sango & Pickard, 2024).

This qualitative study draws on empirical data collected through semi-structured interviews with dance teachers working with youth aged 16–30 as part of interest-based education in comprehensive schools and cultural institutions or organisations in Latvia. It examines teachers’ perceptions of the educational potential of dance, how cultural themes and democratic values are incorporated into teaching practices, and the contribution of dance activities to young people’s personal growth, cultural awareness, and creative expression.

The findings underscore the importance of interest-based education in dance, which extends beyond physical training to serve as a space for dialogue, exploration, co-creation, and creative expression. Teachers highlight the significance of collaborative practices in supporting learners’ awareness of cultural differences and shared experiences, stimulating intellectual engagement, and enabling young people to assume the role of meaning-makers. The results suggest that competences and skills (including creativity and reflection, cultural literacy and intercultural awareness, personal and shared cultural expression and collective agency and social responsibility) acquired or developed through such activities can contribute to transformative learning processes by fostering learners’ empathy, democratic engagement, and active citizenship.

This article is based on research conducted within the framework of the international project “Promoting Understanding and Lifelong learning Successful Education through the ARTs and culture” (PULSE‑ART), funded by the European Union’s Horizon Europe Programme under Grant Agreement No. 101178988. Views and opinions expressed are, however, those of the authors only and do not necessarily reflect those of the European Union or European Research Executive Agency (REA). Neither the European Union nor the granting authority can be held responsible for them.