This study explored constraints on implementing Korean dance in school physical education and identified conditions that could support sustainable instruction. Using purposive sampling, six participants, comprising three Korean dance experts and three in-service secondary physical education teachers, took part in semi-structured in-depth interviews conducted in July and August 2025. Verbatim transcripts were inductively analyzed. First, Korean dance was positioned ambiguously between physical education and arts education, which often reduced instruction to one-off, event-based activities. Second, participants emphasized the need for minimum instructional time and coherent lesson sequencing to ensure continuity. Third, implementation depended on practical teacher capacity, particularly assessment feasibility, supported by practice-oriented professional development and expert-school linkage. Fourth, an administrative and policy package was required, including guaranteed time allocation, dedicated budgets for basic infrastructure and materials, regional support systems, and a shared resource platform. These findings indicate that activating Korean dance in school physical education requires an integrated implementation framework rather than reliance on individual teacher effort.
Song et al. (Thu,) studied this question.