Prospects for the Development of Higher Choreographic Education in Ukraine in the Context of Global Technological Trends

This study explores the relationship between digital transformation and psychological well-being in Ukraine’s higher choreographic education amid ongoing geopolitical instability. In the context of global digitalisation in the arts, it examines how digital competence and technology acceptance shape autonomy, engagement, and creative self-efficacy among students and teaching staff. A mixed-methods design was applied. The sample comprised 212 participants (162 students and 50 teachers) from four Ukrainian higher choreographic institutions. Data were collected using standardised instruments, including the Digital Competence Profiler (DCP), the Technology Acceptance Model (TAM), Ryff’s Psychological Well-Being Scales, the Utrecht Work Engagement Scale (Student Version), the Creative Self-Efficacy Scale, and selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed significant positive correlations between digital competence, perceived usefulness of technology, and psychological well-being indicators, such as autonomy and personal growth. Regression analysis showed that perceived usefulness was the strongest predictor of autonomy among teachers. Students with higher digital competence demonstrated greater engagement and higher creative self-efficacy. Qualitative findings highlighted the role of digital tools as both pedagogical resources and psychosocial supports. However, regional disparities exposed structural digital inequalities that adversely affected well-being. Digitalisation enhances access, engagement, and creative development in choreographic education, yet its benefits depend on equitable infrastructure and faculty training. Integrating technological equity with psychological resilience is essential for sustainable development of culturally grounded and globally competitive dance education in Ukraine.