Chess is much more than a competitive game. It can also serve as an educational tool that encourages critical thinking, problem-solving, emotional self-regulation and social interaction. Recognising this potential, the scientific publication “Transformative Chess: Trainers’ Views on Soft Skill Development in the Selected Nordplus Countries” explores how chess trainers perceive the role of their skills in supporting learners’ social inclusion.
The study was conducted between November 2025 and February 2026 through an online questionnaire involving 26 chess trainers from Estonia, Iceland, Latvia and Lithuania. These countries participate in the NordPlus project CHESS – Chess as an Educational Tool for Social Inclusion. The respondents work with diverse target groups, including people with disabilities, immigrants and prison inmates.
Three categories of skills
The research categorises chess trainers’ skills into three main groups:
- Teaching skills: communication with trainees, training management, educational tools, teaching methods and ethics.
- Soft skills essential for social inclusion: emotional self-regulation, strategic thinking, time management, critical thinking, creative thinking, problem-solving and resource management.
- Skills essential for competitive performance: chess knowledge, rules and regulations, game analysis, pattern recognition and logical reasoning.
This framework highlights the different ways chess can contribute to education: not only by developing players’ abilities but also by creating opportunities for interaction, participation and inclusion.
Critical thinking takes centre stage
One of the study’s key findings is that trainers highly evaluate soft skills associated with social inclusion. Critical thinking emerged as the most relevant skill for strengthening inclusion through chess, highlighting the educational value of analysing situations, considering alternatives and making informed decisions.
The findings also show that trainers recognise chess as a potential means of supporting social inclusion. However, the research is exploratory and based on a relatively small sample, so further studies involving more respondents and countries are needed.
From research to practice
The publication provides valuable insights for educators, trainers and organisations interested in using chess beyond competition. By understanding the skills required to facilitate inclusive chess activities, practitioners can better connect chess-based learning with the needs of diverse learners.
The research contributes to the ongoing work of the NordPlus CHESS project, which promotes classical and non-classical chess as tools for soft-skill development and social inclusion across educational sectors.
Ultimately, the study encourages a broader perspective on chess: success is not measured only by winning a game, but also by the opportunities to think critically, learn together and participate in a more inclusive society.
Read the scientific publication: https://eid-journals.rtu.lv/eid/article/view/eid2026.1.110
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