Abstract
This paper explores the educational significance of debate activities at technical colleges, focusing on the ongoing “Debate Contest” at the National Institute of Technology, Fukui College (Fukui Kosen), which has been held annually since 1997. In the context of Japanese colleges of technology, educational efforts have traditionally prioritized science and engineering, often at the expense of activities fostering critical thinking, communication, and collaborative skills. However, with growing attention to 21st-century competencies, debate has emerged as a promising practice to cultivate these essential abilities. The Debate Contest at Fukui Kosen is unique in that it involves not only students but also faculty members as active participants. This inclusive structure promotes the formation of a collaborative learning community,transcending the boundaries of a conventional school event. Moreover, students involved in the planning and management of the event—mainly cultural committee members—gain valuable experience in leadership, coordination, and problem-solving. By comparing Fukui Kosen’s practice with national-level competitions such as Debate KOSHIEN and debate programs at other Kosen institutions, this paper highlights the distinct characteristics and educational potential of the Fukui model. While it may lack the formal rigor of academic policy debate, it excels in accessibility, creativity, and engagement, making it well-suited to the educational environment of technical colleges. This study aims to clarify the challenges and future possibilities of institutionalizing debate culture within Kosen education. By documenting and analyzing the implementation process and educational outcomes of the Fukui Debate Contest, the paper offers insights for educators and institutions seeking to integrate dialogic learning into technical and vocational education contexts.
https://ror.org/01n09qc98 
