Potential Risks of Artificial Intelligence in Dance Education and Human-Centered Mitigation Strategies

Abstract

Artificial intelligence is increasingly used to support choreography, movement analysis, feedback, and assessment in dance education. This paper examines the educational and ethical risks of these applications through a literature-informed conceptual discussion. It identifies five connected concerns: threats to academic and artistic integrity, reduced critical thinking and independent movement exploration, excessive reliance on automated guidance, data privacy and algorithmic bias, and weakened emotional and social development. The discussion links these concerns to the embodied, creative, and interpersonal character of dance learning. It proposes process-oriented assessment, inquiry-based engagement with AI, professional development that sustains teacher agency, responsible data governance, and continued attention to human interaction and embodied practice. The paper argues that AI integration should be guided by pedagogical purposes and artistic development, with teachers retaining responsibility for interpretation and assessment. These proposals offer a framework for evaluating AI-supported dance teaching; their effectiveness requires examination in specific educational settings.