Methods and Tools for Teaching Chess in Higher Education
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https://doi.org/10.69760/portuni.0110018##semicolon##
chess education##common.commaListSeparator## higher education##common.commaListSeparator## pedagogy##common.commaListSeparator## constructivismSantrauka
This paper examines pedagogical approaches and instructional tools for teaching chess in higher education. Chess instruction in universities can serve disciplinary goals (e.g., sport sciences, cognitive psychology), cross-curricular goals (critical thinking, problem solving), and extra-curricular objectives (wellness, student engagement). Drawing on theoretical frameworks from constructivist and experiential learning, and on empirical literature about cognitive and educational effects of chess training, the paper presents a structured course design, recommended teaching methods, practical activities, digital and physical tools, assessment strategies, and implementation considerations. The aim is to provide instructors and programme designers with an evidence-informed, practical roadmap to develop effective, measurable, and scalable chess courses or modules that align with higher-education learning outcomes.
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