Kleanthis Kyriakidis, Soulafa Al Khatib, Sevan Adourian, Evgenia Koikas

Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 59-66 (2025); https://doi.org/10.54808/IMSCI2025.01.59

Kleanthis Kyriakidis
College of Security and Global Studies, American University in the Emirates, Dubai Silicon Oasis, Dubai, United Arab Emirates

Soulafa Al Khatib
Enrollment Management and Student Services, American University in the Emirates, Dubai Silicon Oasis, Dubai, United Arab Emirates

Sevan Adourian
Advising and Student Success, American University in the Emirates, Dubai Silicon Oasis, Dubai, United Arab Emirates

Evgenia Koikas
Advising and Student Success, American University in the Emirates, Dubai Silicon Oasis, Dubai, United Arab Emirates

Cite this paper as:
Kyriakidis, K., Al Khatib, S., Adourian, S., Koikas, E. (2025). Integrating English Debate and Public Speaking Tournaments in Universities' Curricula: Critical Comparison Between the Greek and the Emirati Cases. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 59-66. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/IMSCI2025.01.59

This comparative study explores the integration of English debate and public speaking tournaments, particularly those involving original oratory and impromptu formats into the fabric of university education in Greece and the United Arab Emirates (UAE). In recent years, with the rise of artificial intelligence (AI) in academic and workplace settings, there has been a noticeable resurgence of interest in inherently human skills such as persuasive communication, sound reasoning, quick thinking, and language mastery. These are the sorts of abilities that, arguably, no algorithm can truly replicate.
Using a comparative approach, the paper aims to shed light on how such activities can refine argumentation techniques, foster civil discourse, and enhance intercultural understanding. To set the stage, it first outlines the broader educational and developmental benefits of debating and public speaking, drawing on literature from fields such as communication studies and educational psychology. After that, it shifts toward reviewing international examples of best practices, before zooming in on how things are playing out specifically in Greece and the United Arab Emirates (UAE).
While both nations have shown a fair degree of enthusiasm and have taken steps, albeit scattered, to promote rhetorical engagement at the university level, there is still a noticeable lack of coordination at the national scale. Without clear policies or collaboration among universities, the implementation remains somewhat patchy.
In response to this, the study puts forward a more structured proposal: one that encourages the adoption of unified frameworks in higher education. This includes offering policy-driven incentives, hosting nationwide tournaments, establishing standard evaluation criteria, and leveraging AI tools to aid in training and feedback. The final takeaway? There is a real opportunity here—not just to meet educational goals at home, but to equip students with the kinds of skills that make them effective communicators and global citizens. At its core, the research advocates for a renewed focus on rhetorical education, especially in contexts where English is not the native tongue and where linguistic diversity presents both challenges and opportunities.