FIDE Releases 2026 Global Chess in Schools Survey Findings

Global Reach of School Chess Programs

The 2026 FIDE Global Chess in Schools Survey, conducted between October 2025 and June 2026, collected responses from 239 participants representing national federations, schools, chess-in-schools organizations, and other groups across 100 countries on five continents. The survey aimed to provide a comprehensive global overview of how school chess programs are structured, funded, and evaluated.

Respondents estimate that nearly 30 million children participate in school chess programs within the surveyed countries, with approximately half of these participants located in India. Instruction is delivered by over 145,000 classroom teachers and roughly 22,500 external or independent coaches, according to respondent estimates.

Program Structure and Technology Adoption

The survey evaluated program maturity using three indicators: whether instructors require formal qualifications, whether a written curriculum exists, and whether chess software or online platforms are utilized. Technology adoption emerged as the most widespread practice across all continents except Oceania, where neither of the two responding countries reported any of the three structural markers.

In Europe, 69.2% of programs use software while only 35.9% maintain a written curriculum, highlighting a significant gap between digital tool usage and structured learning frameworks. Asia leads in formal instructor qualifications (65.3%) and written curricula (49.3%), while the Americas show the highest software adoption rate at 71.9%.

African Programs Show Strong Engagement

Africa contributed the largest representation in the survey, with 26 participating countries and more respondents than Europe. Nearly half of African programs (47.3%) require instructor qualifications, closely aligning with figures from the Americas (48.4%) and Europe (52.5%). Additionally, 54.5% of African programs utilize software, and 25% report chess as part of the official school curriculum at national or regional levels.

Africa also demonstrates leadership in promoting girls’ participation, with 42.2% of programs implementing specific initiatives for female students, compared to only 4.4% that do not actively encourage girls’ involvement.

Organizational Differences and Implications

Variation among organizational types was relatively modest, with instructor qualification requirements ranging between 51.8% and 55.8% across groups. Chess-in-schools organizations showed the highest adoption of written curricula (55.6%), while traditional schools had the lowest (35%).

The findings indicate that program maturity encompasses multiple dimensions, and strength in one area does not necessarily correlate with strength in others. While digital tools are widely accessible, the lack of standardized written curricula may hinder consistent learning outcomes and effective program evaluation.

Source

This report is based on information published by FIDE — International Chess Federation.

Official source: https://www.fide.com/chess-in-schools-worldwide-reach-structure-and-evidence-in-100-countries/