Participants will be selected according to the following criteria:

- For courses with specific requirements, it must be verified that applicants meet them.

- Preference will be given to applications from applicants who have not completed similar courses in the last three years.

- Preference will also be given to those who have not completed any training courses in the last three years.

- In the event of a tie between applicants based on the above criteria, the order in which applications were received (date and time of submission) will be strictly adhered to.

To acquire the knowledge and skills to implement educational debates as an active methodology in university teaching, guided by the COIL methodology.

Specific objectives:
1. To understand the necessary elements and the preliminary process for designing an educational debate (rules, group organization, time management, selection of materials, etc.).

2. To identify different modalities of academic debate applicable in the university classroom.

3. To design an appropriate questionnaire to evaluate the results of the debate.

4. To use digital tools such as Socrative and Wooclap to administer questionnaires and obtain real-time responses.

5. To apply Flipgrid as a video discussion platform to foster debate in virtual environments.

6. To analyze the limitations, potential improvements, and adaptations of the educational debate after a practical experience.

Theoretical Framework
a. Active learning in the EHEA.

b. Introduction to the COIL methodology.
Design of the academic debate and COIL
a. Topic selection, objectives, and the importance of challenges in a project.

b. Group organization and role assignment.

c. Establishing rules and time limits.

d. Selection and preparation of materials.
Debate modalities
a. Structured debate.

b. Small group debate.

c. Asynchronous online debate.
Evaluation of the debate
a. Questionnaire design.

b. Formative assessment.

c. Assessment rubrics.
Digital tools
Practical session
a. Simulation of a debate among DOIL participants.

b. Critical analysis of the experience.

c. Proposals for improvement and adaptation.

1. Competence in the design and implementation of active learning methodologies.

2. Competence in competency-based assessment.

3. Digital teaching competence applied to real-time interaction and assessment tools.

4. Ability to foster critical thinking and argumentation skills in students.

5. Skills in planning and organizing innovative training activities.

6. Ability to integrate collaborative international learning environments (COILs) into university teaching.