This study examines the structural characteristics of dance entrance-exam education in Korean arts high schools and analyzes regional disparities in educational environments. Eleven participants from eleven arts high schools across different regions, all of whom are dance majors at Seoul–Gyeonggi universities, were recruited.
The findings show that, although regular curricular classes are similar, substantial differences appear in after-school lessons, access to external training, and educational resources. Metropolitan schools provide sufficient in-school training systems, while non-metropolitan schools face limitations in instructor availability, opportunities for external lesson, and institutional support. Differences also exist in instructor assignment, evaluation, and counseling systems.
Overall, practical training, instructor assignment, and participation in dance competition are the most influential components of exam preparation, highlighting structural inequalities and the need for equitable Korean dance education policies.