Transforming Hosting Arts Education through Pedagogical Innovation

In the era of media convergence, hosting arts education faces both unprecedented challenges and opportunities. Traditionally focused on technical performance such as diction, posture, and script delivery, hosting instruction has often overlooked creativity, reflective practice, and social engagement. Drawing on constructivist and experiential learning theories, as well as expressive pedagogy, this study investigates how pedagogical innovation can transform hosting education from narrow vocational training into a holistic learning model. A mixed-methods research design was employed, including surveys with 120 undergraduates, interviews with 12 students and 5 instructors, and semester-long classroom observations. Findings indicate that expressive and experiential strategies—such as improvisational hosting drills, narrative reframing, and group simulations—significantly increased student engagement and communicative confidence. Teachers reported positive shifts in classroom culture when adopting facilitative roles and implementing dual-teacher instruction, which balanced professional expertise with pedagogical scaffolding. The results suggest that hosting can function as an educational practice that fosters adaptability, creativity, and civic responsibility, extending its relevance beyond broadcasting to interdisciplinary and intercultural contexts. Limitations include the single-institution sample and the lack of longitudinal tracking, pointing to future research on technology-enhanced hosting environments such as AI-based voice analysis and virtual reality. Overall, this study contributes to the growing discourse on curriculum transformation in arts education and provides actionable insights for educators and policymakers.