The chess and education agenda is gaining momentum in Latin America

The Chess and Education Summit, held in Costa Rica on 20-21 March, brought together educators, chess officials, and experts from across Latin America. The summit’s main focus was how the game of chess contributes to learning processes and how that contribution can be translated into public policy. In his message for the summit, FIDE President Arkady Dvorkovich emphasized that Latin America is no longer just a region that develops chess talent, but has also become a center that produces education policy through chess.

FIDE’s approach in recent years has positioned chess not merely as a sport or a competitive arena, but as an effective tool for participation, inclusion, and education. This framework also stands out in Dvorkovich’s message: from teachers and psychologists to scientists and social workers, a wide range of professionals agree that chess can support children’s attention, planning, patience, problem-solving, and decision-making skills. For this reason, FIDE has turned this field into an institutional goal by declaring 2025 the Year of Social Chess and 2026 the Year of Chess in Education, under the leadership of FIDE Deputy President Dana Reizniece.

Concrete examples of this approach are also noteworthy. Through seminars, conferences, and projects carried out with international organizations and public institutions, many countries have shown that it is possible to integrate chess into school life and daily routines. One of the best-known examples is Armenia: since 2011, chess has been taught there as a compulsory subject in primary schools. This model is frequently cited both for its pedagogical impact and for its contribution to the country’s strong chess culture. According to FIDE, Latin America also has strong potential for a similar transformation; however, broader implementation across the region requires greater institutional support, sustainable programs, and public commitment.

Regional assessments published in 2023 by the FIDE Commission for Chess in Education had already revealed a strong desire in Latin America to view chess as an innovative tool in education. At the same time, gaps in coverage, inadequate funding, and the lack of official support remain major challenges. For precisely this reason, the summit in Costa Rica stands out as a critical gathering: the goal is not only to explain the benefits of chess, but also to discuss how it can be integrated into curricula, teacher training, assessment methods, and implementation models suited to different age groups. Latin America’s presence at the forefront of this debate also stands out as a notable development for the global chess community.

At this point, chess is no longer a field associated only with opening preparation, endgame technique, or tournament success; it is taking on a broader social function. When properly designed within education policy, chess can be a powerful tool for supporting a culture of discipline, focus, and analytical thinking, especially for children and young people. Latin America’s embrace of this vision could, in the coming period, help expand school chess and make the social impact of chess more visible. FIDE’s message is clear: chess should be seen not as something outside the classroom, but as an opportunity that belongs directly within education.