ORGANIZATIONAL MODELS FOR THE INTEGRATION OF CHESS INTO GENERAL SECONDARY EDUCATION: INTERNATIONAL EXPERIENCE

Abstract

This article provides a comprehensive analysis of international experience integrating chess into primary education and identifies the characteristics of organizational models for integrating chess into the educational process. The study examines the implementation of chess education programs in Armenia, the United Kingdom, Spain, Poland, Hungary, and the United States. The main forms of chess integration are described: inclusion in the curriculum as a separate subject, use as elective courses, extracurricular programs, and integrated learning. The role of state educational authorities, chess federations, civic organizations, and educational institutions in creating favorable conditions for the effective implementation of such programs is analyzed. The results of recent scientific research on the impact of chess activities on the development of logical, spatial, and strategic thinking, attention, memory, and the ability to plan, predict, and solve problems are summarized. It has been established that the effectiveness of using chess in the educational process depends on the systematic implementation, the availability of methodological support, teacher training, and regular classes. A comparative analysis of organizational models for integrating chess into primary education was conducted, which made it possible to systematize international experience in terms of the level of government regulation, the nature of interaction between educational and chess institutions, and approaches to organizing learning activities. This approach lays the groundwork for identifying the most appropriate approaches for implementing chess-based educational practices in the national primary education system. It has been determined that the most promising models are those in which chess is viewed not only as a means of teaching the game itself but also as a pedagogical tool for fostering universal modes of thinking, developing students' independence, and promoting cross-curricular connections. The potential for adapting positive international experience to develop the logical-mathematical competence of primary school students within the framework of the New Ukrainian School has been substantiated.