A concrete step for chess education in Costa Rica

The Chess and Education Summit, held in San Jose on 20-21 March, focused on how chess can be positioned not only as a respected sport and mind game, but also as an effective educational tool for use in public schools. Organized as part of FIDE’s 2026 Year of Education through Chess initiative, the meeting went beyond an exchange of ideas and took the form of a policy and planning session aimed directly at implementation. The fact that education advisers from 27 regions of the country attended the summit, held at the historic Costa Rica Tennis Club, showed that the issue is on the agenda not only of the central administration but also of local school networks.

At the heart of the summit was a pilot program planned to begin in ten schools as early as April 2026. The main goal of the event was to develop models for integrating chess into the curriculum that are workable for teachers, inclusive for students, and supportive of the overall school climate. The first day was shaped by official speeches, clarification of the pilot plan’s framework, and keynote presentations on education policy, teacher training, inclusion, executive functions, and emotional well-being. The second day was devoted more to workshops and practical training; this approach offers a roadmap from theory to practice for how chess can be used in the classroom.

It should be especially emphasized that Costa Rica is not starting from scratch in this area. With Law No. 10187, adopted in 2022, the country defined the expansion of chess instruction within the education system as a matter of public interest. This legal framework recognizes chess both as a sport and as a pedagogical tool that supports students’ holistic development. This perspective makes it possible to evaluate chess not only through opening memorization, tactical motifs, or tournament success, but through skills such as attention, planning, problem-solving, patience, and decision-making. This approach, which has gained strength in the world of education in recent years, argues that chess can be used in the classroom as an interdisciplinary support tool.

Another important issue emphasized by FIDE and local institutions is accessibility. For chess education to succeed, teachers should be able to run lessons without needing to be expert players, and materials must be prepared in a simple, measurable, and age-appropriate way. For this reason, the summit focused not only on spreading chess culture, but also on developing models that can be implemented without increasing teachers’ workload. As a tool that can contribute to students’ emotional balance, self-confidence, and social interaction skills, chess is also drawing attention in terms of inclusive education policies.

The step taken by Costa Rica has the potential to become one of the examples to follow in Latin America when it comes to integrating chess into the education system. If the pilot program delivers the expected results, chess could find a broader place in public schools. This process shows that chess is gaining value not only in tournament halls, but also in the classroom as a learning tool that develops strategic thinking, concentration, and self-control. In short, Costa Rica is making a serious and well-planned move to take chess beyond the board’s 64 squares and into the heart of education.