Abstract
This paper outlines an ongoing research project aimed at investigating the role of debate in university edu-cation, with a particular focus on the development of complexity-oriented personal epistemologies. Using a quasi-experimental approach, the study will assess, using the Epistemic Beliefs Inventory, whether debate training and participation in competitive tournaments transform the conceptions of knowledge among uni-versity students from six MENA (Middle East and North Africa) countries. The research design includes pre-, post-, and follow-up surveys, ensuring control for sociocultural variables and ensuring rigorous and structured data collection. Quantitative analysis will be conducted during 2026, with the aim of offering insights for in-novating educational practices and policies, fostering the diffusion of debate and complex and relational thinking in international education systems.