The teaching-learning process involves two main players, the teacher and the learner, and must be learner-centered when well designed. Thus, his participation in this process involves his self-expression, through which he expresses his own opinions, given that he should not be considered as a miniature adult, but rather should play an active role. Consequently, the purpose of this article is to show the complementarity that must exist between a student’s right to participate in class and his or her right to freedom of opinion and expression, for successful learning on the part of the learner [1][2]. To achieve this, we will first elucidate the notion of the teaching-learning process, that of the right to participation, and that of the right to freedom of opinion and expression, to finally show how the two types of rights complement each other to bring the teaching-learning process to a successful conclusion.

According to the LAROUSSE dictionary, a process is an ordered sequence of facts or phenomena following a certain pattern and leading to something. It’s a continuous series of operations or actions that make up the way something is done or produced, or the way someone or a group behaves, with a view to achieving a particular result in line with a precise pattern.

As the term is multi-dimensional, it has other recognized meanings. For example, according to the standards of the International Organization for Standardization (ISO), a process is defined as “a set of interrelated or interactive activities that transform inputs into outputs” [3]. The input elements correspond to the course of the process, while the output elements designate the results. In other words, it’s the set of activities that enable a structure to deploy resources to produce a defined result [4][5]. In the field of educational science, a process is a pathway from transmission to acquisition of knowledge, involving the teacher in the transmission of knowledge and the student in the acquisition of knowledge. However, each plays an active role in this process. Indeed, the teacher should not see himself as the dispenser of knowledge, nor should the student be regarded as an object to be shaped.

In concrete terms, teaching can no longer be conceived solely as the transmission of knowledge, since greater emphasis needs to be placed on the methodological means provided to learners to construct their own knowledge. This process is an organized attempt to mediate between the learning object and the learner, in a guided classroom relationship [2][6]. In other words, teaching is the action of transmitting knowledge, and learning is the conscious, voluntary and observable process in which a learner engages, with the aim of appropriating. In principle, teaching should be explicit and organized in three stages. In the first stage, called modeling, the teacher’s presentations and demonstrations are designed to make explicit any reasoning that is implicit, by teaching the whys, hows, whens and wheres of doing; in the second stage, called guided practice, the teacher takes the time to check what the students have understood from the presentation or demonstration, by giving them tasks to carry out in teams, similar to those carried out in the modeling stage; and finally, in the third stage, called independent practice, the students reinvest what they have understood from modeling and applied in guided practice, in a few problems or questions.

In the learning process, there are three acquisition phases. The first is the acquisition phase, which essentially represents the path taken by any information from its perception by sensory memory to its comprehension or representation in short-term memory. The second is the retention phase, which aims to create a memory trace of learning in long-term memory, during which the knowledge, skills and know-how to be retained are formally identified and linked to the knowledge previously stored in long-term memory, in the form of semantic networks and schemas. The third and last is the transfer phase, which is the ability to use what has been learned from a simple context to a more complex one (vertical transfer) or to generalize what has been learned in an initial context to new contexts (horizontal transfer).

In short, the teaching-learning process is defined as the interaction between the teacher and the learner, within a curriculum-based teaching process based on needs identified through assessment and made possible by teacher training [7]-[10]. It’s easy to understand that the teaching-learning process can be conceived as a systematic, sequential and planned course of action on the part of the teacher and learner to achieve teaching and learning outcomes.

Throughout this research, we deployed techniques and methods.

In wholesome, teaching must be concentrated on the child’s participation, letting him give his opinion and rejoicing his right to freedom of expression.

Participation refers to the right of an individual, particularly a child, to be actively involved in decisions, processes, and activities affecting their life, directly or through representatives. It includes the right to be heard and to have one’s views taken into account according to age and maturity. This right is recognized under Article 12 of the United Nations Convention on the Rights of the Child (CRC), which guarantees the child’s right to express views freely in all matters affecting them and to have those views given due weight.

Freedom of opinion is the right of every person to hold personal beliefs, thoughts, convictions, or viewpoints without interference, coercion, or punishment. This freedom protects the internal dimension of thought and conscience. It is guaranteed under Article 19(1) of the United Nations International Covenant on Civil and Political Rights (ICCPR), which states that everyone shall have the right to hold opinions without interference.

Freedom of expression refers to the right to seek, receive, and impart information, ideas, and opinions through any medium, including speech, writing, art, media, or digital communication. This freedom may be subject to lawful limitations necessary for respecting the rights of others, public order, or national security. It is protected under Article 19(2) of the ICCPR and Article 13 of the CRC, which recognize the right of children and adults alike to express themselves freely through various forms of communication.

Ensuring adequate participation of children contributes significantly to the realization of their right to express opinions. When children are meaningfully involved in decisions affecting them, they develop confidence, communication skills, and a sense of responsibility. This inclusive approach not only respects their dignity but also strengthens democratic values within schools, families, and communities, promoting more responsive and equitable outcomes for all stakeholders [11]. This is accepted in every domain of life, even in judiciary [12]-[14].

In a teaching and learning situation, it would be unrealistic to imagine any meaningful form of participation that does not involve the expression of an opinion. Participation, by its very nature, requires learners to share their thoughts, ideas, and perspectives. At the same time, it is important to recognize that once an opinion is expressed, participation becomes truly effective. This dynamic interaction fosters engagement, critical thinking, and mutual respect, thereby enhancing both the learning process and the development of learners’ autonomy and confidence.