Debate-Based Learning in Non-Formal Education: Engaging Vulnerable Learners in After-School Contexts

This article explores whether Debate-based learning can be effectively adapted to non-formal educational settings serving vulnerable and academically fragile learners. The study was conducted in after-school community centres in Bologna (Italy) through a collaboration among INDIRE, the University of Bologna, the Municipality of Bologna, and local educators. Using an exploratory mixed-method design, data were collected through observations, educator questionnaires, and student focus groups. Findings indicate that Debate can foster engagement, participation, and communicative confidence. The methodology also showed inclusive potential when supported by flexible roles, scaffolding, and strong relational mediation by educators. However, Debate was not automatically transferable and required contextual adaptation, professional training, and interprofessional collaboration. The study suggests that Debate may represent a promising pedagogical approach for strengthening agency, motivation, and social participation in non-formal education.