A new move in chess education: artificial intelligence
From April 24 to 26, the Spanish island of Menorca hosted the “Chess & AI in Education” Congress under the framework of FIDE, bringing together leading figures from education, technology, and chess. At the heart of the event was a timely question: how artificial intelligence is transforming the way chess is taught, learned, and applied in educational settings. As digital tools become more widespread, chess is increasingly seen not only as a sport or a mind game, but also as a powerful educational instrument for developing critical thinking, problem-solving, and decision-making skills. The Menorca gathering highlighted this intersection in a meaningful way.
The opening keynote was delivered by chess and education specialist Dr. Mario Antonio Ramírez Barajas, who focused on the potential of AI to strengthen learning processes, support coach and teacher training, and contribute to the development of educational programs. His presentation emphasized data-driven analytical tools, closer monitoring of student performance, and the creation of personalized learning environments. In chess education, where every student differs in playing strength, learning speed, and tactical or strategic needs, AI-supported systems are increasingly valued for their ability to offer tailored development paths. This opens new possibilities across a wide range of areas, from opening preparation and tactical exercises to endgame study and mistake analysis.
Another notable speaker, Rita Atkins, addressed one of the most urgent debates in modern education: the overuse of AI and the frequent misunderstandings surrounding it. She argued that the intense hype around artificial intelligence can create unnecessary pressure on educators, and stressed that the teacher must remain the primary instrument in the classroom. In her view, AI is not a substitute for the educator; rather, when used correctly, it is a supportive tool that can enhance instruction, simplify planning, and create new opportunities especially in special education. By reminding the audience that the chess classroom is fundamentally about students playing, thinking, and interacting with one another, Atkins underscored a central point: no algorithm can replace human contact.
Alongside the theoretical discussions, the congress also featured practical examples from the field. Mauricio Arias, a leading figure in educational chess within FIDE America, shared his experience implementing school chess programs with the help of digital tools. These examples showed that AI and digital platforms can assist teachers in many areas, from lesson planning and student tracking to exercise generation and assessment. The main conclusion emerging from Menorca was clear: the winning move for the future of chess education is not to set artificial intelligence against human guidance, but to bring both together on the same board in a balanced and thoughtful way.