Development of Latin Dance Management Model Through Digital Platforms in Nanchang City, Jiangxi Province, People’s Republic of China

Background and Aims: Latin dance has been increasingly integrated into higher education curricula in China due to its potential to enhance physical fitness, artistic expression, and student engagement. However, Latin dance instruction in many universities remains affected by outdated curricula, limited instructional effectiveness, unrealistic assessment methods, inadequate teaching facilities, and insufficient collaboration with external organizations. Moreover, digital platforms have not been systematically applied to teaching management, resulting in ineffective utilization of contemporary educational technologies. Therefore, this study aimed to develop a teaching management model for Latin dance through digital platforms at a university in Nanchang City, Jiangxi Province, People’s Republic of China, using a systematic management approach. Methodology: This study employed a qualitative research design using a modified Delphi technique. Nineteen experts were purposively selected based on their professional experience in Latin dance education, educational administration, digital platform development, and competitive performance. The expert panel consisted of association leaders, university administrators, platform specialists, instructors, and athletes. Data were collected through iterative rounds of expert interviews and evaluations using a five-point rating scale. Data analysis included the median, interquartile range, mean, and standard deviation to determine expert consensus. A focus group discussion with relevant stakeholders was conducted to validate the appropriateness and feasibility of the developed management model. Results: The findings revealed that the teaching management model for Latin dance through digital platforms comprised four main components: (1) Planning, including platform selection, curriculum organization, instructional design, content planning, public relations, and competition scheduling; (2) Organizing, covering curriculum structure, strategic management, instructor development, memoranda of understanding with external organizations, learning facilities, and policy formulation; (3) Implementing, involving curriculum delivery, instructional media production, platform-based teaching, choreography practice, and information technology–based assessment; and (4) Controlling, focusing on comprehensive evaluation, pre- and post-instruction assessment, skill testing, choreography evaluation, and strategic performance assessment. Expert evaluations indicated a high level of consensus regarding the appropriateness and feasibility of the proposed model. Conclusion: The developed teaching management model provides a systematic framework for managing Latin dance instruction through digital platforms in higher education. The model can enhance instructional effectiveness, learning management, and assessment practices, and may serve as a guideline for universities seeking to integrate digital platforms into dance education in similar educational contexts.