Academic debate as a tool for developing critical skills
DOI:
https://doi.org/10.63688/k94m6w52Keywords:
academic debate, critical thinking, argumentation, active learningAbstract
This study analyzes academic debate as a pedagogical tool for developing students’ critical skills. The research was conducted through a systematic literature review, using a qualitative and descriptive-analytical approach, based on the analysis of studies related to academic debate, critical thinking, argumentation, active learning, and student participation. This methodology made it possible to identify the theoretical and practical contributions of debate within the educational process, especially in the formation of students capable of analyzing information, constructing arguments, defending positions with evidence, and valuing different perspectives.
The findings show that academic debate promotes critical thinking because it requires students to research, organize ideas, evaluate sources, formulate arguments, and respond reasonably to opposing views. Likewise, this strategy strengthens communication skills such as oral expression, active listening, confidence when speaking, refutation, and respect for diverse opinions. It also contributes to meaningful learning by connecting academic content with real situations, social problems, and professional contexts.
It is concluded that academic debate is a valuable active methodology for transforming the classroom into a space for dialogue, analysis, and collective construction of knowledge. Its effectiveness depends on proper teacher planning, relevant topic selection, clear rules, and evaluation of argument quality.
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Copyright (c) 2026 Anabel Lisbeth Naranjo Brito, Paula Beatriz Castro Guzmán, Sonia Guadalupe Suárez Castro, Jessica Adriana Calle Guallpa, María Isolina Calle Guallpa (Autor/a)
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