<![CDATA[Non-formal arts education still faces challenges in integrating strategic management with character development because managerial practices are often treated separately from the embodied learning experiences through which learners develop discipline, responsibility, confidence, tolerance, and commitment. This study aimed to analyze educational management innovation through Mintzberg’s Five Ps of Strategy and to interpret its relationship with character habituation in a non-formal dance education setting. A qualitative single-case study design was employed involving 23 purposively selected participants, consisting of one institutional leader, two senior trainers, and twenty dancers aged 15–25 years. Data were collected through participant observation, semi-structured interviews, and document analysis using validated observation, interview, and document-analysis guides. The data were analyzed through data condensation, data display, coding, thematic categorization, and conclusion drawing, supported by source triangulation, method triangulation, and member checking. The findings revealed that Plan was manifested through structured intensive training, Ploy through situational strategies for readiness and recovery, Pattern through sustained cross-cultural learning, Position through a distinctive institutional identity, and Perspective through shared values of loyalty, responsibility, and commitment. These practices were associated with the habituation of discipline, courage, confidence, cooperation, tolerance, independence, and responsibility. The study concludes that strategic management in non-formal arts education can function simultaneously as an organizational and educational process, providing a conceptual basis for integrating institutional management, embodied learning, and character development.]]>
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