rights, resistance to authoritarian regimes, peaceful demonstrations, environmental campaigns and initiatives promoting equality and social justice.
Before the debate, students researched relevant examples, identified reliable sources and prepared arguments supported by historical evidence, contemporary case studies and logical reasoning. They considered the opportunities and limitations of youth participation, examining questions such as whether young people could influence political decisions, how social media affected civic engagement and what responsibilities accompanied the exercise of freedom of expression.
To broaden their understanding, students were assigned different roles, including activists, journalists, policymakers, historians and representatives of different generations. These perspectives encouraged them to consider the topic from different social, political and historical viewpoints. Students learned that people could share a commitment to freedom and democracy while disagreeing about the most effective ways to defend these values.
The central element of the activity was a structured Oxford-style debate based on the motion:“ Young people have the power and responsibility to defend freedom and democratic values in the contemporary world.” Students were divided into proposition and opposition teams, which developed and presented arguments for and against the motion. A moderator managed the discussion, while the audience listened actively, evaluated the arguments and asked questions. The debate emphasised evidence-based argumentation, respectful disagreement and the ability to respond thoughtfully to opposing viewpoints. Students were