Author(s)

Wenjia Gu ¹, Tuomeiciren Heyang ¹, Zihan Li ¹, Di Ma ¹

Affiliation(s)

¹ College of Arts, Shinawatra University, Pathum Thani 12160, Thailand

Corresponding Author

Tuomeiciren Heyang

ABSTRACT

The advancement of artificial intelligence has opened new possibilities for school curriculum development and provided fresh supportive conditions for the application of dance therapy courses in school education. A key issue worthy of attention in current arts education is how to optimize curriculum construction with artificial intelligence, rather than merely adding technological tools. Rooted in the school education context, this study targets adolescents aged 12 to 17. Guided by social cognitive theory, self-determination theory and the TPACK framework, it adopts integrated research methods including literature review, action research, case study and interview to construct an AI-empowered dance therapy curriculum system for adolescents. Classroom practices are carried out across four dimensions: curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation. Findings reveal that artificial intelligence primarily functions in organizing curriculum resources, delivering learning support and conducting formative assessment, offering effective backing for continuous curriculum optimization. Nevertheless, teachers must retain the leading role in classroom organization and educational decision-making. This research delivers novel practical references for developing dance therapy courses amid the integration of school arts education and mental health education.

KEYWORDS

Artificial Intelligence; Adolescents; Dance Therapy; Curriculum Construction; Arts Education

CITE THIS PAPER

Wenjia Gu, Tuomeiciren Heyang, Zihan Li, Di Ma. Research on the Construction and Practice of AI-Empowered Dance Therapy Courses for Adolescents. Applied & Educational Psychology (2026). Vol. 7, No. 2, 45-54. DOI: http://dx.doi.org/10.23977/appep.2026.070206.

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