Freedom of speech and press are fundamental rights that define today’s modern citizens of Europe. At the same time, this right brings responsibility that should be embedded in a holistic schooling education. In the debate about the academic outcomes and overall efficacy of current educational concepts, a lack of awareness seems to be apparent for the degree by which young people should learn to understand and to use the power of freedom of speech in order to comment on the impact of these concepts in a responsible manner. This paper presents findings of a longitudinal study that addresses the importance of students to be aware of and be able to express their views about learning programmes. As part of this study, a questionnaire was developed that measures student commitment towards various forms of learning plans as an innovative learning programme. Promoting commitment as a three-dimensional concept, its understanding enables teachers to identify reasons for which students adopt or reject particular learning programmes such as a learning plan. Based on student and teacher interviews, the study further explores aspects that appear to be crucial factors when aiming to increase student commitment and engagement. The findings suggest that students’ views carry significant weight in deciding about whether a learning programme is successful or at risk. They further highlight that students require a platform and communicative skills in order to express their views. As a consequence, greater emphasis should be placed on developing awareness and the ability to use the freedom of speech in order to facilitate better education. Originally tested in secondary schools in Australia, this paper hopes to present a universal tool applicable beyond the continent’s boundaries that may support teachers and students in the process of becoming responsible citizen.

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