Abstract
The purpose of this study was to examine the socioeconomic value of dance curricula as public education for sustainable development. To demonstrate the legitimacy of dance programming in the arts curriculum, we sought to determine which of the contingent valuation methods (CVMs) is best suited to the application of the WTP model and how the socioeconomic value of school dance is ultimately evaluated. As a research method, we leverage CVM, which is widely used in practical policy research. The results of this study are as follows: As a result of estimating the socioeconomic value of school dances conducted by public education, additional income tax payment was estimated at KRW 22,367 per person. Suppose this is translated into approximately 5.452 million school-aged people (as of 2020, KOSIS), the total benefits of a school dance in Korean public education could be interpreted as an annual utility value of about KRW 121,944,884,000. This study has academic significance in that it demonstrates the socioeconomic value of school dance education as education for sustainable development. In addition, it has practical significance in that it can be used for institutional improvements and policy budgeting.
Highlights
Worldwide, international organizations and academia are actively moving toward achieving the Sustainable Development Goals (SDGs) agenda
Considering that local education taxes are used in various ways, such as expanding educational infrastructure and improving the educational environment, the results of this study can be seen as a meaningful indicator of the value of school dance and basic data to gauge the importance and preference of school dance in public education
To ensure the public value of dance education to create the demand for choice of dance courses, to demonstrate the legitimacy of dance teaching in the art curriculum, the contingent valuation methods (CVMs) method for evaluating the value of school dance is best applied and how the social value of school dance is evaluated
Summary
International organizations and academia are actively moving toward achieving the Sustainable Development Goals (SDGs) agenda. According to the UN, the concept of sustainable development forms three pillars of sustainability: environmental, economic, and social [1]. In this context, UNESCO has established the concept of Education for Sustainable Development (ESD) to empower students. UNESCO has established the concept of Education for Sustainable Development (ESD) to empower students This concept involves making responsible decisions to pursue current and future generations’ social, economic, and environmental integrity. It has been suggested that school education and teachers play a decisive role in ESD as the subject responsible for the education of future generations [2]. One of the things to note from the perspective of ESD is the discussion of how to understand and teach related topics linked to the content elements that make up sustainable development (SD) [3]
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