This project was designed by young people from the School of Midwives after they had the opportunity to participate in debates on various topics during youth exchanges in which they had previously taken part. They really enjoyed the method of working and learning through debate and suggested developing a new project with the aim of acquiring knowledge and skills related to debate. The goals of the project were: - Learning more about different types of debate Participants not only learned what debate is, but the goal was for young people to communicate better and articulate the reasons for their own choices. Emphasis was placed on practicing debate through different theses to demonstrate that it is possible to think critically and communicate effectively on all positions and topics. During the workshops, participants improved their communication and public speaking skills, contributing to the development of a positive self-image and increased self-awareness and self-confidence among adolescents. The project aimed to encourage young people to choose positive role models and critically reflect on the messages they encountered in public spaces. - Improving students' knowledge and understanding of the positive aspects of using debate as an informal learning method Research has shown that participation in debate activities motivates students and helps them apply the knowledge they have acquired. In one study, 79% of English language undergraduates stated that debating in lectures motivated them to study (Goodwin 2003). A group of economics students reported that debates in lectures helped them understand the subject matter (88% of students, Rao 2010). In another study, 75% of economics students claimed that debates helped them grasp the real significance of economics, while 72% stated that debates enabled them to analyze real situations (Vo and Morris 2006). Additionally, students involved in debate clubs demonstrated better academic performance and higher motivation for learning. Besides improving academic achievement, debating has been shown to boost self-confidence. This was supported by an Ofsted survey conducted in 2007 in 44 British schools, where students who engaged in debates felt more self-assured, more enterprising, and more capable of solving problems independently, working in groups, conducting research, and analyzing results. Young people also showed significant progress in communicating with their peers and parents (Marjanović and Ajduković, 2007). - Strengthening the capacity of partners to participate in international non-formal learning projects Through this project, the partners expanded their cooperation networks and strengthened the competencies of their employees to engage in international and non-formal learning projects. This was particularly important because the project involved partners from Georgia and Turkey, who work with young people from marginalized communities and have limited opportunities to participate in international projects. Additionally, many participants were members of minority groups, such as refugees in Georgia from rural areas and low-income families, who are often victims of stereotypes and prejudices. All workshops conducted in the project were designed and led by students, allowing them to acquire new skills and develop confidence in their abilities. They could then apply these skills in their schools and organizations. Participation in this project was beneficial for all involved, as research has shown that student involvement in debate increases their motivation for education. Moreover, students from rural areas and disadvantaged backgrounds are more likely to drop out of school at an earlier stage, making initiatives like this crucial in encouraging their continued education.