Chess in Education – International Chess Federation

Chess for Inclusion: A powerful educational transformation in Catalonia

editor_d — Fri, 24 Apr 2026 11:35:36 +0000

Barcelona, Spain – In Catalonia, chess is no longer just a game played after school. In public classrooms, it has become a powerful tool for learning, inclusion, and personal growth.

Since the 2012 resolution by the European Parliament recognizing chess as a powerful educational tool, schools across the region have been building something truly innovative. With teacher training starting in 2014 and new methods developing since 2016, chess has become part of how children learn, not just what they learn.

This transformation did not happen by chance. It is the result of years of dedication, training, and the hard work of many teachers, trainers, and chess advocates who strongly believe in the value of chess in education.

At two public primary schools (children from 3 to 12 years old): Escola Jaume Balmes and Escola Ramon y Cajal, this vision is now a daily reality.

Learning through chess at Escola Jaume Balmes

At Escola Jaume Balmes, around 280 students aged 5 to 12 use chess as part of their everyday learning.

Here, chess is not taught as a separate subject; it is used to teach other subjects. Teachers of all disciplines are trained to use chess as a learning tool in their classes.

On the chessboard, certain squares include images such as cities or countries. When a student lands on one of these squares, they must answer a question. A correct answer allows them to continue and earn points.

Subjects like mathematics, science, Spanish, and Catalan are all integrated into the game. Each subject has a color, turning learning into an interactive and engaging experience.

In mathematics, for example, students use the movement of pieces, like the knight, to solve problems. The game itself becomes a way of thinking.

A tool for inclusion

In schools with many students from non-Spanish-speaking families, inclusion can be a challenge. Language barriers often make it hard for children to participate and connect.

Chess changes that.

Because it doesn’t rely on words, it gives every child a way to join in and feel part of the class.

Zoya, a girl from Pakistan who arrived just three weeks ago, didn’t want to communicate with anyone except her sister. Through chess, she slowly began to connect with her classmates.

Kimi from China spoke very little Spanish when he arrived in September. Chess helped him make friends, become more involved. Today he is a happy, fully engaged student.

According to the teachers at school, chess creates a simple but powerful bridge: it helps every child feel included.

A long tradition at Escola Ramon y Cajal

In Terrassa, Escola Ramon y Cajal has been developing chess in education for many years.

With over 400 students, starting from the age of three to twelve, the school has built a strong and lasting chess culture.

A key figure behind this work is Toni Arboleas, a primary school teacher and chess expert who has played an important role in shaping the program. His experience and dedication have helped bring structure, resources, and a long-term vision to chess at the school.

He actively involves other teachers, encouraging them to be present during chess lessons so they can learn how to use chess as a teaching tool themselves. In classes where chess is integrated into learning, there are always two teachers: the subject teacher and Toni, working together to guide the students and support each other.

Learning by moving and playing

For younger children, chess is integrated with physical activity.

Using a giant chessboard in the gym, even children as young as three years old:

Move between black and white squares
Learn colors and spatial awareness
Name squares and understand positions
Set up the board and identify missing pieces

They learn by moving, exploring, and playing.

Chess competition

The school has a long tradition of chess tournaments, running for more than 20 years. In recent years, they have become extremely popular among pupils.

Participation is optional, yet many children choose to play during their breakfast break at 11a.m. They sit with their snacks and play chess in a relaxed, social atmosphere; it’s not a tense competition, but a shared moment.

Students from different grades are paired together, for example, grades 2 and 3, or 4 and 5. Older pupils take on important roles: sixth graders act as referees and help explain the rules when needed.

It is especially encouraging to see that at least 40% of the pupils taking part are girls, showing strong and growing female participation in the school’s chess activities.

This is a great example of a school community, where everyone is involved and learning from each other.

Rita Atkins, Secretary of the FIDE Chess in Education Commission and Lead Developer of FIDE’s training programs, visited schools in Catalonia, where she met with teachers and education officials. During her visit, she also delivered seminars and workshops for local teachers, sharing knowledge, ideas, and practical approaches to using chess in education.

A key role in the visit was played by Marta Amigó Vilalta, who guided the FIDE team through the schools and introduced them to the Catalan approach to chess in education.

The program itself is coordinated by two key figures: Eva Zamarreño from the Catalan Chess Federation, and Marta Amigó Vilalta from the Department of Education of Catalonia – the two institutions leading and promoting the initiative.

What is happening in Catalonia shows that chess in schools truly works. In schools like Escola Jaume Balmes and Escola Ramon y Cajal, chess is helping children learn subjects, connect with others, and feel included, no matter their background, age, social status, or gender.

This success comes from strong commitment and the hard work of dedicated teachers and leaders like Toni Arboleas.

His message to other schools is clear: even if introducing chess feels challenging at first, it’s worth taking the step. It requires effort and commitment, but the impact on students makes it truly worthwhile.

Photos: KNZO Photography

Every Lesson Counts: The Present and Future of Chess in Education

editor_d — Thu, 15 Jan 2026 18:50:04 +0000

The second day of the FIDE Global Conference on Chess in Society and Education at KIIT University in Bhubaneswar was dedicated to chess in education, with a clear focus on how the game can be integrated into formal and non-formal learning systems. Building on the social impact discussions of the opening day, EDU Day brought together education leaders, researchers, federation officials, and practitioners to examine policy frameworks, research evidence, and real-world implementation models for Chess in Education (CIE).

Welcome and opening

The day began with a formal welcome and ceremonial lamp lighting, marking the start of proceedings. Senior representatives from FIDE and KIIT were invited to the stage, followed by the presentation of flower bouquets to the guests.

Dr Saranjit Singh, Vice-Chancellor of KIIT, delivered the opening address, welcoming participants and outlining KIIT’s commitment to education and chess as part of its institutional ecosystem. He was followed by Jerry Nash, Chair of the FIDE Chess in Education Commission, who introduced the educational focus of the day and framed chess as a tool for learning rather than an end in itself.

Dana Reizniece, Deputy Chair of the FIDE Management Board, linked the discussions to the broader objectives of the FIDE Year of Chess in Education 2026, stressing the need for quality, consistency, and alignment with education systems. She underlined that the purpose of chess in schools goes beyond performance, noting that “chess in education is not about creating champions. It is about creating better thinkers, better learners, and more confident young people who are prepared to make decisions and take responsibility.”

Dr Achyuta Samanta, Founder of KIIT, spoke about education as a transformative force and the role institutions can play in creating opportunities through innovative and inclusive approaches.

The opening concluded with remarks from Arkady Dvorkovich, FIDE President, followed by closing thanks from Dr Jnyana Ranjan Mohanty, who acknowledged the speakers, organisers, and partners involved in the conference.

Geopolitics of a changing world: balancing cooperation and competition in the 21st century

Arkady Dvorkovich opened the programme with a keynote titled Geopolitics of a Changing World: Balancing Cooperation and Competition in the 21st Century. Drawing on his background in economic policy and academia, he placed chess and education within a broader global context, describing a world marked by uncertainty, competition, and shifting power dynamics.

Using chess as an illustrative lens, he explained that patterns within the chess world often mirror wider economic and social realities. “I start my lectures normally with one picture – a picture about chess and the current ratings of the top players,” he said, noting that the distribution of elite players reflects deeper structural factors. “What it shows is which countries dominate the chess world. And it is not by coincidence. There is some correlation between economic power and chess power.”

Dvorkovich went on to describe how different chess cultures emerge from distinct education systems, opportunities, and approaches to talent development, arguing that education remains one of the few forces capable of fostering cooperation alongside competition in a divided world.

Year of Chess in Education 2026

The strategic framework for EDU Day was set through presentations by Dana Reizniece and Jerry Nash. Reizniece outlined the objectives of the FIDE Year of Chess in Education 2026, focusing on strengthening cooperation with education authorities, supporting teachers, and ensuring that chess programmes are delivered with consistent quality across regions. Particular emphasis was placed on evidence-based approaches that allow Chess in Education initiatives to be evaluated, refined, and scaled.

Jerry Nash followed with an overview of the FIDE EDU framework, explaining how chess can be embedded into learning environments as a structured educational tool. His presentation addressed governance, programme design, and the central role of teachers, highlighting the need for clear methodologies, training pathways, and accessible resources to support effective classroom delivery.

How chess builds academic and life skills at the Overseas Family School

Practical school-based implementation was illustrated by Dijana Dengler, Head of Chess at the Overseas Family School in Singapore. Her presentation provided insight into how chess is integrated into the school’s curriculum and daily activities, supporting both academic development and life skills such as problem-solving, focus, and resilience. The case study demonstrated how chess can be embedded within an international school environment as part of a holistic educational approach.

Creating Chess in Education resources for teachers

Anzel Laubscher focused on the practical foundations of Chess in Education, presenting the development of teacher-centred resources designed to support classroom delivery. She addressed curriculum design, lesson structure, and methodology, emphasising that effective chess education begins with understanding learners’ needs.

“In chess education, we need to meet our learners where they’re at,” she explained. “If your learner cannot read and write yet, you need to meet them there. If they have special needs, you need to meet them there. The classroom must be inclusive.”

Laubscher highlighted the importance of teacher training and follow-up support, describing how initial training alone is not sufficient. “Teachers walk into the session and they don’t know how many squares there are on a chessboard. Four days later, they walk out knowing all the basic rules of chess, how the pieces move, including special moves. But then they realise they still need support to implement this in the classroom, and that’s why we designed the starter kit.”

World Schools Team Championship

The role of school competitions was explored by Nadzeya Krauchuk, Director of International Relations at the International School Chess Federation (ISCF), through a presentation on the World Schools Team Championship. She explained how structured school tournaments can motivate students, support teamwork, and create international connections, while remaining firmly rooted within an educational framework rather than elite competitive pathways.

Research: Measuring the impact of Chess in Education

A dedicated research block examined how the impact of chess in education can be measured and communicated. Moderated by Jerry Nash, the session featured contributions from Dr George Chitiyo of TTU, Martin Labollita of the National University of Tres de Febrero (UNTREF), and Jonathon Quest of Webster University.

Reflecting on comparative research, Labollita explained how chess experience influences problem-solving approaches. “We did research comparing chess players with people that didn’t play chess and how they solve different tasks where they should have no clue,” he said. “We observed in those studies that the heuristics of the chess player were better at solving the problems than the others.”

Across the session, speakers highlighted the importance of rigorous methodology, data taken over time, and translating research findings into classroom practice and policy.

Chess in Education roadmap for India

The focus then shifted to India, with GM Tejas Bakre presenting a Chess in Education roadmap outlining pathways for scaling chess in schools across the country. His presentation addressed alignment with education systems, the role of federations, and the importance of structured teacher training to support national growth.

Shankar Lal Harsh contributed an educator’s perspective, focusing on practical implementation in schools. Anil Raizda, Vice President of the All India Chess Federation, highlighted initiatives promoting chess across schools in Uttar Pradesh, demonstrating how regional programmes can support broader national objectives.

Ajeetkumar Verma, Head of Operations at AICF, presented a national roadmap for Chess in Education from 2026 to 2030. The presentation outlined ambitious goals, including large-scale school engagement and the long-term positioning of India as a global leader in chess education.

Established Chess in Education programmes worldwide

Global implementation models were presented in a session focusing on established Chess in Education programmes from different regions. Akzhunis Artykbay, Coordinator of Educational Projects at the Kazakhstan Chess Federation, outlined structured national approaches to chess in schools. Pep Suarez, PhD in educational psychology, discussed pedagogical considerations and teacher support from an educational psychology perspective.

Mauricio Arias Santana, President of the EDU Commission for the Confederation of Chess for the Americas (CCA), presented regional coordination efforts across the Americas, while Ebenezer Joseph, Senior Lead Instructor in Chess in Education, shared insights from implementation in diverse educational contexts. Together, the presentations highlighted common themes of sustainability, teacher training, and institutional cooperation.

Challenges of incorporating chess into the national curriculum

A dedicated session addressed the challenges of integrating chess into national curricula. Contributions from Rita Atkins, Secretary of the FIDE Chess in Education Commission, Mauricio Arias Santana, and GM Abhijit Kunte examined policy barriers, curriculum constraints, and the need for institutional alignment. The discussion highlighted how collaboration between education authorities, federations, and schools is essential for long-term success.

Teacher training at university level was explored through contributions from Akzhunis Artykbay and Jonathon Quest, who discussed structured academic pathways and certification models for educators.

Digital technology to support Chess in Education

The final thematic block of the conference focused on the role of digital technology in supporting Chess in Education programmes. The session highlighted how digital tools can enhance classroom delivery, teacher training, and access to chess-based learning resources across different contexts.

Dilda Nauryzbayeva presented OpenBoard, outlining how digital boards can support interactive teaching and learning, particularly in school environments where access to traditional resources may be limited. Rita Atkins introduced LogiqBoard, demonstrating how structured digital tools can support logical thinking, lesson planning, and inclusive classroom engagement. Pep Suarez presented ChessForEDU, focusing on how digital platforms can support teacher development, curriculum delivery, and the scalable implementation of chess education programmes.

Together, the presentations illustrated how technology can complement traditional teaching methods, helping educators deliver chess-based learning in flexible, accessible, and structured ways.

FIDE Social Chess Storytelling Challenge and awards

The conference concluded with reflections from André Vögtlin, Chair of the FIDE Social Chess Commission, who announced the results of the FIDE Social Chess Storytelling Challenge. The initiative received a total of 56 entries, including 43 grassroots submissions and 13 professional productions, showcasing stories from across the world that highlight chess as a tool for social impact, inclusion, and education.

The Best Short Film (Professional) award went to Alberto, on a Blue Day, directed by Cristóbal José Blanco Acevedo, for its sensitive and reflective portrayal of chess as a tool for emotional expression. The Best Grassroots Film (Amateur) award was presented to The Childhood Board by Alfredo Castañeda-Herrera, highlighting the role of chess in childhood development and community connection. The Social Commission Choice Award was awarded to Checkmate Autism and the Power of Chess by Evguenia Charomova, recognised for its powerful depiction of how chess can support inclusion and empowerment for individuals on the autism spectrum.

Two awards were then presented in recognition of outstanding contributions to social chess initiatives.

The Outstanding FIDE Social Award was presented to Viraj Upadhyay and Vihanan Upadhyay for their initiative Pawns to Kids, which focuses on making chess accessible to children regardless of background. Created by the teenage brothers Vihanan (14) and Viraj (12), the initiative has introduced chess to hundreds of children in remote villages, orphanages, and underserved communities.

The FIDE Social Chess Award was presented to Bernard Wanjala, Advisor to the FIDE Social Chess Commission and a leading figure in Kenyan and African chess. Recognised for his long-standing contribution as a player, coach, and administrator, Wanjala has played a pivotal role in introducing chess to the Kakuma refugee camp, using the game as a tool for education, inclusion, and opportunity within displaced communities.

The closing segment reinforced the broader message of the conference: that chess, when combined with education, technology, and community-driven initiatives, can serve as a powerful platform for positive and sustainable social impact.

FIDE and ISCF declare 2026 as the Year of Chess in Education

editor_d — Mon, 20 Oct 2025 11:34:29 +0000

Following the Year of Social Chess, 2026 will be dedicated to chess in education, underscoring FIDE’s focus on integrating chess into the global school curricula worldwide.

On 20 October, at NGS School in Astana, FIDE and the International School Chess Federation (ISCF) signed a Memorandum of Cooperation to jointly promote scholastic chess globally. The initiative builds upon the successful 2025 Year of Social Chess and aligns with FIDE President Arkady Dvorkovich’s proposal – made at the recent Smart Moves Summit in Washington, D.C. –to make education one of key focus areas for 2026.

Under the agreement – which will guide future cooperation – ISCF will work closely with FIDE to organise a series of international school team tournaments under the name “World Schools Team Championship League 2026” (WSTCL), which will serve as a flagship event of the “Chess in Education 2026” programme.

The tournaments will unfold in two stages:

Continental Championships for Africa, the Americas, Asia and Europe.
Grand Final featuring the winners of respective Continental Championships.

The parties expressed their intent to draft an action plan for additional events alongside each WSTCL 2026 tournament, aiming to expand scholastic chess and promote chess as an educational tool.

The memorandum was signed by FIDE President Arkady Dvorkovich and Timur Turlov, President of the International School Chess Federation.

“Education is the foundation for a good and successful life, and chess is a proven and powerful tool to underpin that goal,” said FIDE President Arkady Dvorkovich.

“Investment in chess education, youth and school events has been one of the goals of my team since taking the helm of FIDE. I am delighted that after a successful Year of Social Chess, we are continuing with the Year of Chess in Education, launching new projects and initiatives and getting more schools and educational facilities involved in chess.”

The memorandum will serve as a foundation for implementing initiatives aimed at developing school chess and popularising intellectual sports in school education.

“Inclusion and equal opportunities have always been close to my heart. With the backing of our Freedom Shapagat Foundation, we have consistently supported social initiatives that help children and promote a more compassionate and humane society. That is why hosting these initiatives within the framework of the FIDE Olympiad for People with Disabilities feels especially meaningful,” said Timur Turlov.

“It is only natural that in this year — declared by FIDE as the Year of Social Chess — together with the International School Chess Federation, we take the next step and announce 2026 as the Year of Chess in Education. From early childhood, it is through learning that we build a society grounded in respect, empathy, and support for every child,” he added.

The “Chess in Education 2026” initiative marks a major milestone in FIDE’s global efforts to promote chess as a valuable component of learning, supporting both cognitive and social development among students worldwide.

About ISCF: The International School Chess Federation (ISCF) is dedicated to the global promotion and integration of chess within the educational system globally. Launched in September 2024 as a FIDE-affiliated organization, the ISCF operates as a main institutional platform for advancing chess in schools — developing educational programs, supporting national federations, and fostering cognitive and social growth among students through the game of chess.