Determinants of Educational Debate Program Impact

Abstract

The modern digitalized environment significantly transforms young people's social experiences, forms of communication, and decision-making processes. Rapid access to information, the growth of virtual relationships, and constantly changing social contexts create new demands for young people’s adaptive abilities. Despite the positive impact of technological progress, the need for developing social and cognitive skills that ensure effective interaction, responsible decision-making, and constructive communication is becoming increasingly evident. The 21st-century individual remains a social being; however, functioning in a new environment requires flexibility, critical analysis, and the ability to consider diverse perspectives, which is becoming one of the important goals of modern education. Particular importance is attached to developing skills among young people that promote improved social relationships, constructive conflict regulation, and adaptation to rapidly changing environments. In the modern era, intensive digitalization processes have significantly altered young people's communication styles, social relationships, and decision-making strategies. Although technological development creates many opportunities, it often reduces face-to-face communication, depth of critical thinking, and practical experience in conflict management. Therefore, contemporary educational environments increasingly emphasize teaching methods that support the development of social competencies. Experience also shows that the earlier these skills are developed, the faster and more easily young people are able to implement them in real-life contexts. Accordingly, the introduction of debate-based educational programs in general education, higher education, and vocational institutions in Georgia represents an important step forward in developing individuals’ professional and social skills. Formal debate-based educational programs are considered one of the most effective tools for developing critical thinking, argumentation, collaboration, and conflict-regulation skills. During debates, participants learn to analyze different perspectives, justify arguments, and constructively evaluate opposing viewpoints. This process contributes not only to cognitive but also to socio-emotional skill development, which is particularly important in times of crisis, when societal polarization and the likelihood of conflict increase. One of the theoretical foundations of this study is Dimitri Uznadze’s Theory of Set (Disposition), according to which human behavior is largely determined by pre-formed attitudes and functional tendencies. Functional tendency is considered a prerequisite for behavioral response that determines the direction of an individual's behavior in specific social situations. The experience gained during debates contributes to the formation of functional tendencies toward constructive communication and peaceful conflict regulation, enabling young people to manage social relationships more effectively. The presented research is based on quantitative and qualitative studies conducted within the framework of a doctoral dissertation. The purpose of the quantitative research was to identify trends in the development of soft skills among youth participating in debate programs and to analyze their relationship with behavioral strategies for conflict regulation. In addition, qualitative research was conducted through focus groups and semi-structured interviews involving students, parents, and teachers. Participants evaluated the impact of debate-based educational programs on the development of critical thinking, communication, and conflict-management skills. The program was implemented for at least one academic year, allowing assessment of its long-term impact. Preliminary research findings indicate that participation in debate programs contributes to the development of more constructive conflict-regulation strategies. Participants demonstrated increased readiness to accept diverse opinions, higher levels of empathy, and improved argument-based communication skills. These changes can be considered within the context of Dimitri Uznadze’s functional tendency formation process, where repeated experiences contribute to the establishment of new behavioral patterns. The research findings are particularly important in the context of contemporary socio-political transformations, where conflict-management skills are considered one of the key factors for young people’s professional and social success. The integration of formal debate programs into the educational system helps prepare young people for democratic societies, where constructive dialogue and cooperation serve as foundations for social stability.