This paper explores the inclusive potential of Debate as an innovative teaching methodology in Italian schools, focusing on its application in both formal and non-formal educational contexts, as well as the integration of Virtual Reality (VR) in Debate. The research demonstrates how Debate fosters inclusion, promotes democratic values, and enhances essential skills in diverse learning environments, particularly benefiting students with Special Educational Needs (SEN). The findings, derived from multiple studies employing mixed-method approaches, provide valuable insights into the transformative impact of Debate and its future potential.

Research 1: A study involving 357 teachers and qualitative insights from focus groups highlighted the role of Debate in fostering communicative, prosocial, and metacognitive skills, contributing to a more inclusive classroom environment. Debate empowered students, especially those marginalized, by boosting self-esteem and self-efficacy. The integration of digital technologies facilitated personalized learning, creating diverse opportunities for expression and participation. The study emphasized that Debate aligns with the principles of Universal Design for Learning by valuing every student's contribution. 

Research 2: Within the “La Forza del Dialogo” initiative, a study investigated the impact of Debate on promoting democratic and peaceful values among youth. Using a quali-quantitative approach, data were collected from 1868 secondary school students, teachers, tutors, and school leaders from 52 schools. The research highlighted improvements in students’ ability to respect others' opinions, take different perspectives, collaborate, and demonstrate tolerance. The findings also revealed enhanced personal, social, and civic competencies, aligning with the European Framework of Key Competences for Lifelong Learning (2018). Focus groups and questionnaires emphasized the positive impact of Debate on teacher-student relationships, organizational dynamics, and professional development.

Research 3: This paper also outlines the initial results of a VR Debate experiment in secondary schools in Italy, conducted by INDIRE in collaboration with 10 institutes from the Avanguardie Educative (AE) Movement and the company H-Farm, developer of the world’s first VR Debate application. The experiment is grounded in a scientific framework aligned with current Ministry of Education initiatives and follows a multi-method approach. The first phase of the study assessed the feasibility of using VR in schools and adapting the Debate methodology to a virtual environment. Early findings suggest that VR Debate can engage students in innovative ways, providing an immersive platform to practice critical thinking, collaboration, and public speaking skills. The study also highlights the potential for VR to increase accessibility and inclusion for students with diverse learning needs.

Research 4: INDIRE’s investigation into the application of Debate in non-formal contexts, such as Bologna's "Centri Anni Verdi," showcased the adaptability of the methodology in supporting at-risk students aged 11–16. These students, often from disadvantaged backgrounds or non-native Italian speakers, benefited from critical thinking and communication skill development through Debate. Pre-intervention training for educators, unfamiliar with the methodology, was crucial and followed a multi-method approach. Preliminary findings, based on field observations, interviews, and questionnaires, revealed positive outcomes, including increased student engagement and collaboration. The study demonstrates the potential of Debate to foster inclusion and critical skills even in challenging contexts.

Across all studies, Debate emerges as a powerful methodology for fostering inclusion, developing essential skills, and promoting democratic values in education. By engaging students in structured discussions, it creates an environment for collaboration, empathy, and critical thinking. This research demonstrates the potential of Debate, both in traditional and virtual formats, to transform classrooms and learning environments into inclusive and democratic spaces. It calls for continued exploration of its applications and scalability to ensure that every student can benefit from this innovative teaching approach.

The studies presented in this paper employed a multi-method approach, combining quantitative and qualitative research tools to examine the inclusive potential of Debate in diverse educational contexts. The methodology was designed to capture a comprehensive understanding of how Debate fosters inclusion, develops critical skills, and promotes democratic values, both in traditional and innovative formats such as VR. The implementation of Debate was studied in both formal and non-formal settings. In formal education (Research 1-2-3), the research explored classroom environments in several schools across Italy, focusing on its impact on students with SEN. The samples varied in research investigations focussing in formal settings: as to Research 1, quantitative data were collected through online questionnaires addressing teachers (357); as to Research 2, questionnaires addressed teachers (371), students (1868), head teachers (52) and tutors (22). These questionnaires focused on assessing competencies, motivation, and perceived impacts of Debate on personal, social, and civic skills. In Research 1 and 2, qualitative tools were used to deepen the study of the practices by using focus groups and interviews to various stakeholders, as well as the analysis of documentation. The VR Debate experiment (Research 3) utilized a multi-method approach involving ten schools from the AE Movement in collaboration with H-Farm. Quantitative data were gathered through surveys to students (96) assessing the feasibility and engagement levels of VR Debate, while qualitative insights were collected through interviews with teachers and students. The research included the adaptation of Debate practices to a virtual environment and the evaluation of its inclusivity and effectiveness in fostering critical thinking and communication, through qualitative tools such as interviews with teachers and focus groups with students. In non-formal contexts (Research 4), the methodology was adapted to suit at-risk students aged 11–16 from disadvantaged backgrounds. Pre-intervention training sessions were conducted for educators unfamiliar with Debate, employing a blended approach of workshops and digital resources to equip them with the necessary skills. The sample was made up of educators (5) and students (20). In all research activities, quantitative data were analyzed using statistical methods to identify trends and measure the impact of Debate on students' competencies and classroom dynamics. Qualitative data were analyzed through thematic analysis, focusing on patterns related to collaboration, empathy, and inclusivity. Triangulation of data ensured reliability and depth in interpreting findings. This methodology provides a comprehensive understanding of the transformative potential of Debate in fostering inclusion, critical thinking, and democratic values in education.

This paper highlights the transformative potential of Debate as an innovative teaching methodology in fostering inclusion, critical thinking, and democratic values within Italian educational contexts. Through a series of studies employing multi-method approaches, the findings demonstrate that Debate not only enhances communicative, prosocial, and metacognitive skills but also contributes to creating inclusive and equitable learning environments. By empowering students, particularly those with SEN students, Debate fosters self-esteem, self-efficacy, and a sense of belonging, which are essential for their active participation in education. The adaptation of Debate to non-formal educational settings, further underscores its versatility in addressing the needs of at-risk students from disadvantaged backgrounds. The success of this initiative highlights the importance of tailoring methodologies to specific contexts and providing adequate training and support to educators. The integration of VR into Debate practices introduces a promising avenue for engaging students in immersive and innovative ways. Early findings from the VR Debate experiment reveal its potential to enhance accessibility, foster collaboration, and stimulate interest in learning. This technological adaptation aligns with contemporary educational trends, offering new opportunities for personalization and engagement. Despite these promising results, further research is needed to validate and generalize the findings across diverse educational contexts. Longitudinal studies could provide deeper insights into the long-term impact of Debate on students’ personal, social, and academic development. Additionally, the scalability of VR Debate and its effectiveness in different cultural and institutional settings warrant further exploration. In conclusion, Debate emerges as a powerful tool for transforming classrooms into inclusive and democratic spaces. By integrating innovative practices and technologies, educators can harness its potential to ensure every student’s voice is heard and valued, promoting lifelong learning and active citizenship.

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