Developing global citizenship competencies through debate: supporting student learning of contentious issues

In the face of current 21 st century challenges and areas of contention, to enable them to adapt and succeed, graduates must develop both mastery of subject-specific knowledge and attributes, such as critical thinking, effective communication, self-reflection, being confident, adaptable, and ethically and socially aware. Debate is used as a teaching method within the problem-based pedagogical paradigm to enhance student engagement and deeper learning. However, literature surrounding the use of debate as a pedagogy and method of teaching and assessing controversial issues is lacking. Reflecting on our practice of using debate as an assessment method to teach the contentious subject of integrating artificial intelligence and machine learning in delivering precision medicine healthcare, we argue that it aligns closely with global citizenship pedagogical frameworks. This offers a valuable method for teaching and assessing learning of contentious materials more broadly. We outline interconnections between debate, contentious materials and principles of global citizenship pedagogy. Drawing on each element of existing global citizenship frameworks, we discuss the advantages and potential challenges of using debate. Finally, we propose future directions and adaptations for addressing even more highly contentious subjects than our example. We conclude by offering key recommendations to guide educators in implementing debate effectively within their teaching practice to promote meaningful student engagement and the development of global citizenship competencies.