The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students’ and teachers’ argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance.

Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has been operationalized thus far in educational research, focusing on how different scholars have framed and fostered argumentative dialogue, assessed its gains, and applied it in different learning contexts. In total, 143 studies from the broad literature on educational dialogue and argumentation were analysed, including all educational levels (from primary to university). The following patterns for studying how dialogue fosters LTA emerged: whole-class ‘low structure’ framing with a goal of dialogue, small-group ‘high structure’ framing with varied argumentative goals, and studies with one-to-one dialectic framing with a goal of persuasive deliberation. The affordances and limitations of these different instructional approaches to LTA research and practice are discussed. We conclude with a discussion of complementarity of the approaches that emerged from our analysis in terms of the pedagogical methods and conditions that promote productive and/or constructive classroom interactions.

Critical Generative Artificial Intelligence (GenAI) literacy cannot be reduced to a universal framework. Rather, it must be understood as a constellation of situated literacies, shaped by disciplinary perspectives, socio-political contexts, and technological affordances. This multi-authored article explores the emerging concept of critical GenAI literacy and its postdigital configurations. Fourteen authors contributed with different sections, followed by five author-reviewers who examined the article as a whole. The objective was to invite diverse perspectives, constructive critique, and promote collaborative efforts to develop a clearer and more inclusive understanding of critical GenAI literacy. The introduction focuses on establishing some initial assumptions about what we mean by ‘critical’ in general, and for GenAI literacy in particular, and why a conjunction of postdigital configurations of the construct emerges as an adequate methodological solution. In the main part of the article, some authors focus on the concept of ‘literacies’ as a starting point for their reflection, while others directly examine critical GenAI literacy through a postdigital perspective. We conclude that critical GenAI literacy requires moving beyond technical skills to engage with AI’s epistemological, ethical, and relational dimensions, ensuring learners critically interrogate its role in knowledge production. Future inquiry should focus on integrating this literacy into education in ways that promote social justice, epistemic diversity, and democratic participation.

Cultural literacy, as a set of values and dispositions developed through dialogue and constructive argumentation with people representing different cultural identities, is an essential skillset of a twenty‐first‐century citizen in any part of today's world. Especially within the current European landscape of continuous immigration and change, the fluidity and rhetoricity of identity construction require a notion of citizenship education that can adapt to this dynamic process. Moreover, the practical aspects of being a citizen in its authentic, global, democratic sense are not sufficiently emphasized within current curricula. In this paper, we present an innovative citizenship education curriculum based on dialogic, argumentative and cultural literacy skills, which addresses this gap through proposing discursive practices of cultural identity construction at a collaborative level (small group or whole class) inspired by wordless texts (picture books and animated films) on core civic cultural values such as tolerance, empathy and inclusion. Through applying a design‐based research methodology with teachers from three education levels and four European countries, we conclude that dialogic lesson plans aiming at the development of cultural literacy dispositions can act as an innovative and adaptive citizenship education curriculum in diverse contexts.