BEYOND THE CLASSROOM: TEACHING DEBATE, TEACHING TO LIVE

Abstract

This article presents an educational innovation project based on the use of academic debate and public speaking as tools for developing key competences in lower secondary education. The experience took place at a semi-private school in Salamanca and combined extracurricular speech training with interdisciplinary work during school hours. Fourteen students from 3rd and 4th grade of ESO participated by preparing and defending arguments on both sides of a given topic in the context of an official competition. Using a mixed-methods design, the study collected quantitative data (evaluation rubrics) and qualitative evidence (self- perception surveys, observations, and student testimonials), which show significant improvement in fluency, vocabulary, persuasiveness, argument structure, and public speaking confidence. Additionally, progress was observed in critical thinking, cooperative work, and reflective attitude. The results support debate as an innovative, transversal, and inclusive teaching strategy aligned with the LOMLOE and the regional curriculum. The proposal proves to be replicable, sustainable, and transferable to other educational contexts.