PSYCHOLOGICAL ASPECTS OF USING DEBATE AS A PEDAGOGICAL TECHNOLOGY IN HIGHER EDUCATION

Abstract

The article examines debates as a pedagogical technology and explores the psychological aspects of their implementation in the educational process of higher education institutions. The place of debates within the system of pedagogical technologies is defined: it is substantiated that debates meet all the key characteristics of a pedagogical technology – the presence of a systematic set of forms, methods, and teaching techniques, as well as the predictability of outcomes. A broad range of skills developed through debating is outlined, including overcoming the fear of public speaking, self-organization, teamwork, critical thinking, argumentation, and information analysis. Particular attention is paid to the significance of debates in training future journalists, for whom these skills form the foundation of professional competence. The study identifies the key psychological factors for the effective implementation of debates: the level of students' motivation, their psychological readiness for creative activity, the socio-psychological climate within the academic group, and the competence of the teacher-facilitator. Emphasis is placed on the importance of partnership interaction among all participants in the educational process and the application of facilitation methods. Practical recommendations for the psychological preparation of debate participants are formulated. Prospects for further research include an empirical study of the dynamics of psychological indicators among debate club participants throughout the academic year, as well as a comparative analysis of the effectiveness of various debate formats in training future journalists.