Each group selected evidence that could be used during the debate. Students recorded the main facts, identified their sources and explained how each example supported or challenged the motion. This stage developed students ' research skills and helped them recognise that convincing arguments depended on accurate information, careful interpretation and relevant evidence rather than assumptions or generalisations.
Stage 3. Preparing the Debate: Building arguments and anticipating challenges
After completing their research, students were assigned to the proposition or opposition team. Each team developed a clear position and prepared arguments supported by evidence. The proposition team argued that young people brought new perspectives to public debate, could mobilise communities, challenge injustice and influence political and social change. Students referred to youth-led campaigns, peaceful protest movements, community initiatives and the role of young activists in raising awareness of human rights issues.
The opposition team argued that young people ' s influence was often limited by a lack of political power, resources or experience. It questioned whether young people should carry a particular responsibility when governments, institutions and adult citizens also had important obligations. The team also considered the risks of online activism, misinformation, political manipulation and the difference between raising awareness and achieving lasting change. Students organised their arguments using a clear structure: claim, evidence, explanation and link to the motion. They also prepared counterarguments by identifying the strongest points likely to be raised by the opposing team.
To ensure meaningful participation, each student was given a specific responsibility, such as presenting an opening statement, developing an argument, responding to a challenge or delivering a concluding statement. The teachers supported the preparation process by asking questions that helped students clarify their reasoning, strengthen their evidence and identify weaknesses in their arguments. Students were reminded that the objective was not to