<p>Aiming to contribute to international research on innovative teaching methods, this study investigates the effectiveness of the debate-driven negotiation cycle strategy (DDNCS) in enhancing self-efficacy among sixth-grade students. A quasi-experimental design was employed that involved 68 students from two schools in Muscat, Oman. The students were divided into an experimental group (34 students) who were taught a “Forces and Motion” unit using the DDNCS, and a control group (34 students) who were taught through traditional instruction. Pre- and post-tests using validated General and Academic Self-Efficacy Scales were used to measure the impact of the intervention. Results showed no statistically significant differences in General Self-Efficacy between the two groups, which aligns with expectations given the short intervention period and the stable nature of this construct. However, a statistically significant improvement in Academic Self-Efficacy was observed among the experimental group. Although the effect size was modest (η² = 0.08), there was a meaningful impact from the debate-based strategy on students’ academic confidence and engagement. These findings suggest that integrating structured scientific debate into science education may enhance academic self-efficacy and, as a result, support learner motivation and active participation. However, the generalizability of the results is limited by the small sample size and unique cultural context. This study provides a foundation for further research and cautious exploration of debate-driven strategies in science pedagogy and educational policy.</p>