Academic Debate as a Pedagogical Strategy in STEM Higher Education: experiences in the University of Palermo

Abstract

The use of structured academic debate is gaining momentum in Italian higher education as a student-centered, active learning methodology. At the University of Palermo (UNIPA), the Guided University Debate (GUD), an adaptation of the World Schools Debate format, has been implemented in various disciplines, including STEM fields such as Chemistry, Biotechnology, and Chemical Engineering. This article presents and analyzes the pedagogical experience of integrating debate within the curricula of these disciplines, focusing on two specific case studies: the History of Chemistry course and the training seminars for newly appointed faculty. The experiences demonstrated that academic debate could enhance critical thinking, collaborative learning, oral communication, and ethical reasoning—competencies aligned with the Tuning Educational Structures in Europe. Students reported increased engagement, better understanding of complex content, and improved teamwork and argumentation skills. Despite logistical challenges such as time constraints and initial resistance from both students and faculty, the results underscore the potential of debate to enrich scientific education. We discuss the implications of these findings within the broader context of educational innovation in STEM, comparing them with similar international experiences. Ultimately, this paper advocates for a wider adoption of debate methodologies in higher education as part of a holistic approach to scientific literacy and professional competence.