A new direction for chess in Latin America: From tournaments to classrooms

Latin America is preparing to pursue a long-term strategy with strong social impact in chess instead of short-term showcase projects. According to developments shared by FIDE, countries in the region aim to position chess as an educational tool rather than investing only in high-prize tournaments or events geared toward elite players. At the heart of this approach is the idea that chess is not just a sport, but also a powerful learning tool that develops skills such as attention, planning, problem-solving, and discipline. The goal, then, is to take chess beyond competition on the board and bring it to broader segments of society.

The approach of José Antonio Carrillo Pujol, President of the Confederation of Chess for the Americas, also stands out in this context. While acknowledging the importance of competitive chess, Carrillo Pujol emphasizes that the real lasting gain lies in turning chess into a force that strengthens society. In his view, if chess becomes more deeply embedded in the education system and in cultural life, more children and young people will naturally be introduced to the game; as a result, over time, a broader player base, a stronger tournament culture, and more visible Latin American players on the world stage will emerge. This perspective clearly highlights the link between grassroots investment and sporting success.

At the center of the two-day conference held in San Jose on March 20-21 was not a tournament, but an institutional consensus for chess education. The memorandum of understanding that was signed brought together the Costa Rican Ministry of Education, the Ministry of Sports, FIDE, the Confederation of Chess for the Americas, and the Costa Rican Chess Federation. The agreement lays the groundwork for a pilot project planned to begin in selected schools in 2026. Through this document, the parties expressed their intention to cooperate on integrating chess into Costa Rica's school system through either curricular or extracurricular activities, while also aiming to ensure that the process moves forward in line with continental and international strategies.

In practice, FIDE's role will not be limited to symbolic support. The organization will provide the Costa Rican government with mentoring, technical guidance, pedagogical methods, and teacher training support. This means that chess will be brought into classrooms not haphazardly, but in a way that aligns with educational science and measurable goals. Similar "Chess in Education" projects carried out in different countries around the world show that chess can have positive effects, especially among primary school students, in areas such as concentration, patience, decision-making, and analytical thinking. Latin America's adoption of this model points to a major shift in mindset in the region's chess policies: first the social base will be strengthened, and then a stronger competitive environment will grow as its natural fruit.

For this reason, the signature placed in San Jose carries meaning beyond that of an ordinary protocol. If the pilot proves successful, the Costa Rican model could serve as an example for other Latin American countries. In such a scenario, chess could cease to be a sport followed only at the level of masters and grandmasters and instead become part of children's everyday educational life. In the long term, this approach could deepen the region's chess culture, contribute to social development, and create the conditions for a new generation of talent to be nurtured on a stronger foundation. In short, Latin America is looking for its brightest move in chess not in the tournament hall, but in the classroom.