The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether debating can be useful in developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning.
Third‐year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data were analysed using cross tabulations.
The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating.
Knowledge can be conceived as being based on inter‐subjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn, as they have different learning approaches, expectations, motivations, and meta‐cognition.
The implications of these findings are essential for training, learning, and open opportunities for further research.
Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and learning processes.
