The didactic potential of the integrative (poly-artistic) approach as a basis for developing professional competencies in ballet teacher-choreographers in China

The research aims to justify the necessity of implementing an integrative approach in the training of ballet teacher-choreographers within the higher choreographic education system of the People’s Republic of China to foster their essential professional competencies. The article examines the pressing issue of modernizing professional choreographic education in the PRC, driven by the specific nature of the professional activities of future ballet teacher-choreographers. The scientific novelty of the study lies in the fact that it is the first one to identify and justify the professional competencies required for ballet teacher-choreographers and the pathways for their formation through a poly-artistic approach – a specific example of an integrative strategy in China. This study contributes to the theory and practice of interdisciplinary interaction in the arts and the exploration of the phenomenon of artistic synthesis. The results of the study demonstrate that implementing an integrative approach in China’s higher choreographic education is not merely an innovation but an urgent necessity that meets contemporary challenges. The integrative approach in the training of ballet teacher-choreographers serves as a promising foundation for updating educational content, methods, and assessment procedures, ensuring the integrity of professional development and expanding the pedagogical toolkit of future specialists.