Debate learning strategy in female postgraduate school: A Saudi case study

Abstract

Ongoing global crises, including climate change and the COVID-19 pandemic, have made Saudi Arabia recognise the importance of moving away from its oil-dependent economy. This inaugural, exploratory study focused on female postgraduate students who, in addition to striving for intellectual growth and development, are shouldering a social obligation to strengthen their country's economy per Saudi's most recent national development plan, Vision 2030. Qualitative data were collected in Spring 2020 at an Eastern Province university by engaging 20 Saudi female students (convenience sampling) in debates and extracting relevant, structured reflections from their journals. A content analysis revealed they enjoyed and learned from the debate experience with comments revolving around what constitutes the essence of a debate, special skill sets required, learner benefits, learner challenges, and lessons learned as novice debaters. Findings add to the nascent body of knowledge about utilising debate as a constructive learning experience for female students in a Middle Eastern university. Saudi university curriculum planners and instructors are invited to design learning interventions that teach women critical thinking, sound reasoning, and argumentation with the debate strategy a positive first step.