Tertiary education in games is challenging at the best of times – the industry is highly innovative, students need very broad skills and competences, and games are used everywhere, meaning that you need to understand not just one industry or use case, but a lot of them.

In Denmark, an interesting report was released late last year, which provides a valuable if high-level analysis of the education environment for games (and the broader Creative Industries) in Denmark. It is an interesting example of contrasting viewpoints on what it means to educate talented young people for a career in games, and on how much information that can be hidden when we approach a problem top-down. As we are getting ready for the first Games Denmark Educational Summit in April 2026 (and thanks to GD for organizing this!), I wanted to unpack these conclusions and explore opportunities for stronger collaboration between the education sector and the games industry.

Disclaimer: This will notably be of interest to anyone involved in game education in Denmark and Scandinavia more broadly, but I hope some of the points made will also be more broadly useful.

For the TLDR crowd, the key points I will make in this article are the following:

1. Strong Foundations Exist: Denmark already hosts world-class programs, such as ITU’s dual MSc program in games, AAU´s BSc and MSc programs in Medialogy and SDU’s  game development engineering BSc and MSc programme, and the interdisciplinary DADIU initiative. These programs produce graduates with technical, creative, and entrepreneurial expertise.
2. Flexibility Is a Strength: Electives and modular courses allow students to specialize in games while building strong foundational skills in fields like software engineering, design, or art.
3. Business Skills Through Electives: While business and entrepreneurship are not core components of most programs, opportunities exist to integrate them through electives, joint courses, and industry collaborations.
4. Professional Development Opportunities: Industry-academia partnerships are needed to create short-term courses and workshops in areas such as game AI, user analytics, and project financing.

Recommendations for the future:

• Industry Collaboration: The games industry should engage more actively with educational institutions to co-develop courses, internships, and mentorships.
• Policy Support: Policymakers should support the expansion of game-specific programs and professional development initiatives.

Denmark has the potential to become a just as much a leader in game education as our Scandinavian sister countries, which host much stronger industries by revenue and in terms of diversity. By leveraging existing strengths, enhancing collaboration, and addressing current challenges, we can create a dynamic ecosystem that supports both innovation and growth in the games sector.

1. Introduction

The recent mapping of Danish educational programs for the games industry offers a valuable starting point for understanding the sector’s strengths and areas for growth. While the report is a commendable piece of exploratory work, its necessarily high-level approach leaves much of the nuance and depth of Danish game-focused programs unexplored. A closer examination reveals a robust network of educational initiatives specifically tailored to meet the needs of the games industry, as well as a rich pipeline of talent that supports its continued growth.

To its credit, the report acknowledges the limitations of its methodology. However, it still draws three general conclusions that warrant further reflection:

1) While relevant degree programs exist for games-interested students in Denmark, their competence profiles are not directly aligned with the games industry.

2) Competence development for the games industry primarily takes place through electives and self-chosen activities, requiring students to actively specialize in games.

3) New game developers are not sufficiently trained in business models or entrepreneurship as part of their degree programs.

A fourth conclusion is that professional development opportunities for industry practitioners require better support.

While these conclusions highlight important areas for dialogue, they also risk oversimplifying the strengths and complexities of Denmark’s educational landscape. This is not a critique of the report itself – it reasonably highlights the limitations of the data and conclusions – but rather an invitation to delve deeper into the realities of Danish programs.

In this article, I aim to unpack these conclusions, showcasing the breadth of game-related education in Denmark and exploring opportunities for stronger collaboration between academia and the games industry.

• Conclusion 1: While Relevant Degree Programs Exist, Their Competence Profiles Are Not Targeted at the Games Industry

This conclusion, while understandable given the high-level scope of the report, overlooks key examples of Danish educational programs explicitly tailored to the needs of the games industry. Notably, Denmark already has a strong foundation of game-specific university programs that contribute significantly to the country’s talent pipeline.

Established Game-Focused Programs in Denmark

Contrary to the report’s generalization, several Danish universities offer programs directly targeted at games, which include both bachelor’s and master’s degrees:

• ITU (IT University of Copenhagen):
  The ITU master’s programs in Games are among the oldest and most respected in the world. They feature two specialized tracks—one focused on programming and another on design—offering students both technical and creative expertise. ITU also offers a bachelor’s degree in Digital Design, where there is a significant student interest in games.
• SDU (University of Southern Denmark):
  SDU’s full five-year program in Game Development and Learning Technologies is Denmark’s most comprehensive. Students progress from a bachelor’s degree to a master’s specialization in software engineering for games, ensuring both technical depth and practical application.
• Royal Danish Academy –  Architecture, Design, Conservation
  Their master’s in Visual Game and Media Design trains students in the artistic and aesthetic components of game creation, blending design with storytelling.
• DTU (Technical University of Denmark):
  The MSc specialization in games, built upon their human-centered AI program, bridges cutting-edge AI research with game development.

These programs provide a robust mix of technical, creative, and design-oriented skills that are directly relevant to the games industry.

Programs Without “Game” in Their Titles

In addition to explicitly titled programs, Denmark has several degrees that, while not labelled as “game” programs, effectively serve the industry, for example:

• Dania Games:
  This professional program mirrors Sweden’s successful short-term game development degrees. While its degree titles may not include the word “game,” Dania Games specializes in preparing students for professional roles in game development.
• AAU (Aalborg University) – Medialogy Program:
  With a longstanding tradition in games, students from this program have for example  hosted the Nordic Game Jam for years and the program consistently produces graduates who thrive in game-related careers.

By not describing these programs in more detail, the report risks misrepresenting the breadth and relevance of Danish education tailored to the games sector.

Cross-Institutional Collaboration: The Example of DADIU

Further demonstrating the strength of Denmark’s game education ecosystem is the cross-institutional DADIU program. This one-semester collaborative initiative unites students from 13 institutions — including e.g. The Danish Film School, Aarhus University, and the Danish National Academy of Music — to work in interdisciplinary teams and develop games. While DADIU is not a degree program, it provides critical practical experience, reinforcing students’ industry readiness.

A Strong Foundation for the Danish Games Sector

Given the relatively small size of Denmark’s games industry, compared to our Swedish sister nation, these programs provide an impressive pipeline of talent that aligns well with industry needs. The existing collaborations between universities and game companies — through internships, project-based learning, and industry partnerships — further ensure that graduates enter the workforce with relevant skills.

Missed Opportunities in the Report

While the report acknowledges the existence of some programs, its conclusions might lead to the misconception that Danish education is not aligned with the games industry. A section dedicated to highlighting game-focused programs, like the one for DADIU, would have balanced this perspective. By not delving deeper into these initiatives, the report risks underestimating the value and impact of Denmark’s educational offerings.

Conclusion 2: Competence Development Primarily Found in Electives and Self-Chosen Activities

The report highlights that game-specific competencies in Denmark are predominantly offered through electives or other self-chosen activities outside dedicated game-focused programs.

This modular approach, while sometimes perceived as a limitation, is in fact a strength. It allows students to combine a strong foundation in core technical or creative disciplines with specialized skills tailored to their industry of choice. This model, used effectively in neighbouring Scandinavian countries, is internationally recognized for its flexibility and adaptability to diverse career paths.

The “Other” Category: Hidden Opportunities

A significant portion of the educational offerings analysed in the report is classified under the broad “other” category (e.g., p. 25 of the report). While this designation might appear vague, it conceals a wealth of opportunities highly relevant to the games industry. Electives and project-based learning often fall under this category, yet these experiences frequently focus on developing critical competencies such as:

• Programming and Design: Core skills for game development.
• Entrepreneurship and Business Acumen: Preparing students for the industry’s unique economic challenges.
• Team-Based Projects: Cross-disciplinary collaboration that mirrors real-world game development workflows.

Given the report’s explicit emphasis on the importance of teamwork, these activities deserve greater recognition. By grouping them into a catch-all category, the report inadvertently underrepresents the valuable contributions these flexible, student-driven options provide to the games industry talent pipeline.

A Historical Perspective: Strength in Modularity

Denmark has a proud tradition of modular, interdisciplinary education within game development, as evidenced by initiatives like DADIU and game-focused electives at institutions such as ITU, SDU, and AAU. Over the past two decades, Danish universities have resisted the trend of offering narrowly defined “games degrees” that lack a strong academic foundation. Instead, programs here focus on equipping students with a deep understanding of core fields —software engineering, design, user research, art, audio, or marketing — while enabling specialization in games through specialized courses, electives, projects, and collaborative opportunities.

This approach ensures that graduates are not only adept at making games but also possess transferrable skills that make them competitive in other industries. Unlike predatory “games programs” found in some countries, which fail to align with industry needs, Danish universities provide both the flexibility and rigor necessary to produce highly skilled and versatile professionals.

The Role of the Games Industry in Competence Development

While this modular system is a strength, it also presents challenges. The games industry itself has an important role to play in ensuring students are attracted to the games-focused modules, and that they develop the competencies they need to succeed in games-specific careers:

• Guiding Educational Providers: By collaborating on curriculum design, the industry can help shape electives and project opportunities that align with its needs.
• Motivating Specialization: Industry visibility at open days, workshops, and job fairs can inspire students to choose game-specific pathways within their broader degree programs.
• Expanding Internships and Mentorships: Industry partnerships can create opportunities for practical, hands-on experience, further strengthening the pipeline.

Practical Limitations in Expanding Game-Focused Education

Expanding dedicated games programs is not without its challenges. The size of the Danish games industry, which supports approximately 1,280 full-time employees (FTEs), imposes natural limits on the number of graduates the sector can absorb. Moreover, universities face structural constraints, including:

1. Ministry Approvals: Launching a new degree program requires a lengthy approval process and compelling evidence of industry demand, a process that can be restrictive.
2. Funding and Capacity: Universities are bound by student intake caps and disparities in base funding.
3. Competing Priorities: Universities must balance the needs of multiple sectors, and games-specific education competes with other specialized fields, such as robotics, AI, production technologies, and medical technologies.

Framing Electives as an Asset, Not a Weakness

Far from being a shortcoming, the reliance on electives and other activities to serve as vehicles for specialisation reflects the strategic adaptability of Danish universities. It allows programs to remain responsive to shifting industry trends while providing students with foundational expertise. However, the success of this approach hinges on robust collaboration between academia and industry to ensure electives and projects remain relevant, practical, and aligned with the sector’s evolving demands.

• Conclusion 3: New Game Developers Are Not Trained in Business Models or Entrepreneurship

The report highlights a gap in business understanding, management, and marketing within the degree programs surveyed, suggesting that these skills are underrepresented in the curriculum for aspiring game developers. However, it stops short of defining what “well-represented” should look like. This is a critical point for discussion as we map the future needs of the Danish games industry and the broader creative economy.

Existing Offerings and Their Limitations

While business-oriented skills may not be core components of technical game programs, they are often available as electives. This modular approach provides flexibility but it also places the responsibility on students to recognize the importance of these skills and pursue them proactively.

At SDU, for instance, the Game Development and Learning Technologies program integrates competencies like project management, innovation, and entrepreneurship into the curriculum. Students engage in team-based projects each semester, mirroring the collaborative nature of the games industry.

However, more explicit promotion of business-related electives or the inclusion of dedicated core courses could enhance students’ preparedness for navigating the entrepreneurial and managerial aspects of the industry.

The Need for Industry-Academia Collaboration

A logical step forward would be stronger partnerships between academia and industry to co-develop courses or modules tailored to the business realities of the games sector. These could include:

• Game Studio Management: Addressing the practicalities of running a development studio, from resource allocation to long-term strategy.
• Project Financing and Monetization Models: Equipping students with an understanding of game funding, publishing agreements, and revenue generation strategies (e.g., free-to-play models, in-app purchases).
• Entrepreneurship and Start-Up Culture: Preparing students to launch their own ventures, navigate investor relationships, and manage risks.

Such initiatives could leverage the existing DADIU network, which already fosters cross-institutional collaboration, to create shared courses accessible to students across Denmark.

Adapting to a Changing Marketplace

Danish game developers are competing in an international marketplace where the ability to innovate in both technology and business models is crucial. To thrive, game companies can with advantage integrate technologies like AI, data analytics, and user research into their workflows.

Graduates entering the games industry will similarly need to possess expertise that extends beyond traditional disciplines such as programming, design, and art. This calls for a broader skillset that combines technical proficiency with entrepreneurial acumen. To a significant extent, Danish universities already do so, but these competences could be more explicitly embedded into degree programs.

The Role of Communication

It is important to emphasize that the issue is not simply a lack of available courses but rather a need to better communicate the value of business skills to students. Universities and the games industry can work together – across all geographical regions of Denmark – to:

• Promote Business Electives: Highlight the relevance of these courses to students during program orientation or career counseling sessions.
• Provide Industry-Led Workshops: Companies could host guest lectures or workshops on real-world topics like pitching to publishers, managing budgets, or scaling a start-up.
• Encourage Case-Based Learning: Practical case studies on successful Danish and international game studios could demonstrate the tangible impact of strong business and management skills. Many universities already adopt case-based learning and industry-supplied cases can thus be comparatively easily integrated.

• Conclusion 4: Better Professional Development Opportunities

The report is entirely correct in identifying the need for expanded professional development opportunities to support talent growth within the Danish games industry. This gap represents a critical area where universities and other educational institutions could play a larger role. However, while the need is clear, the practicalities of offering such courses are more complex than they may appear.

Challenges in Offering Professional Development Courses

The structural and economic realities of higher education institutions make it challenging to design and deliver professional development programs tailored to industry practitioners. For example, the following constraints can arise:

• Scheduling Conflicts: Universities typically operate on a daytime teaching schedule, while professionals often require evening, intensive or weekend courses to accommodate their work commitments.
• Resource-Intensive Development: Designing and launching professional courses requires significant staff time and effort, from creating curriculum materials to adapting teaching methods for adult learners. This can be hard to justify without well-documented interest prior to development.
• Sustainability Concerns: Institutions are hesitant to invest in professional programs without strong evidence of sustained demand from the industry. This cautious approach reflects the need to ensure financial viability before committing resources.

These challenges mean that professional development initiatives often depend on a combination of staff capacity, targeted funding, and demonstrable interest from industry stakeholders.

Opportunities for Collaboration

To address these challenges, a collaborative approach between academia and the games industry is essential. Jointly funded programs and partnerships could provide a viable way forward, enabling universities to develop high-impact courses while minimizing financial risks. For example:

• Co-Funding Short-Term Courses: Industry partners could share the cost of developing evening or weekend courses on topics like game AI, user analytics, or game studio management. This approach would reduce the financial burden on universities while ensuring alignment with industry needs.
• Guest Lecturers from Industry: Professionals in the games industry could contribute as guest lecturers or facilitators, offering practical insights while easing the workload for academic staff.
• Hybrid Models: Blended learning formats that combine online modules with in-person workshops could make professional development more accessible to working professionals while optimizing resource use.

Capitalizing on Existing Expertise

Danish universities already have expertise in areas highly relevant to the games industry. Leveraging these strengths to create targeted professional courses could address key industry needs while showcasing the academic sector’s value. However, for these initiatives to succeed, the industry must play an active role in expressing demand and supporting course development. This could involve:

• Industry Surveys: Conducting surveys to identify the specific skills gaps and training needs within Danish game studios.
• Public-Private Partnerships: Collaborating with industry organizations like Games Denmark to fund and promote professional development programs.
• Feedback Loops: Establishing mechanisms for industry feedback to ensure courses remain relevant and impactful.

The way forward lies in breaking down the barriers between academia and industry, fostering a culture of collaboration to address shared challenges. By pooling resources, sharing expertise, and prioritizing flexibility, there is an opportunity to create the lifelong learning resources required by the industry. The potential is immense — what is needed now is the commitment to make it happen.

• Moving Forward: Strengthening Denmark’s Game Education Ecosystem

There is no question that Denmark can and must do better in preparing top-tier graduates for the games industry and the broader creative industries. As a knowledge-based economy, Denmark relies on maximizing the value of its educational resources — limited though they may sometimes be. Achieving this demands collaboration, mutual support, and strategic thinking across academia, industry, and policy-making.

Talent Challenges and Opportunities

The report highlights a perceived shortage of talent in Denmark, referencing Vision Denmark 2020. While this concern is valid, there is perhaps more untapped talent in Denmark than the report recognizes. The challenge lies in attracting, retaining, and motivating this talent in an increasingly competitive job market. Graduates today face an abundance of career options within the technology sector, often drawn to fields with clearer career paths, better work-life balance or more lucrative opportunities.

For example, at in the games program at SDU, we train students with the precise skill sets needed for success in game development. However, we also observe many of our graduates pursuing careers in other sectors, including AI, data science, and robotics – industries that compete directly with games for top talent. Similarly, the UK-based IGGI program, the largest and most prominent PhD initiative in games research globally, has seen many of its doctorate holders transition to AI-related roles.

This raises an important question: how can the Danish games industry compete with other technology sectors? Part of the solution lies in addressing longstanding reputational challenges within the industry, such as perceptions of low pay, uncertain job security, and a poor work-life balance. Updating this image and highlighting the exciting opportunities in games – which remain a key innovation driver globally – will be key to attracting and retaining the best and brightest.

Bridging the Gap Between Academia and Industry

A strong(er) relationship between the games industry and educational institutions is critical to closing the talent gap. One practical suggestion is for the industry, perhaps under the auspices of Games Denmark, to establish a travelling outreach program – a presence at university open days, project showcases, and career fairs. This would allow companies to connect directly with students, showcasing the opportunities available in games and encouraging them to pursue courses and specializations that align with industry needs.

Additionally, expanding collaboration through internship pipelines, case studies, guest lectures, mentorship opportunities, and joint research initiatives would create more meaningful connections between students and game studios. This is not to discredit the efforts already provided by many colleagues in the industry, just to highlight that there is room for additional collaboration to not only help students gain hands-on experience but also position the industry as an attractive and accessible career path.

A Shared Responsibility

The success of Danish game education depends on the dedication of its educators and industry leaders. Game programs across the country are run by passionate academics and professional educators who care deeply about their students and the games industry. These programs already foster significant collaboration, with many students engaging directly with game companies through projects and internships. However, there is room to expand and improve these partnerships.

To policymakers, it is worth noting the value of supporting game-focused education, including funding for specialized courses, professional development courses and cross-disciplinary programs. This support is critical to addressing the growing demand for talent in the games industry – and wider Creative Industries – and ensuring that Denmark remains competitive on the global stage.

In this, taking a cue from the Swedish games industry or from the strong games industry of the UK and the exemplary public policy efforts, developed jointly by academic experts, industry professionals and policymakers, would form an interesting opportunity. Recent policy frameworks such as the Video Games Research Framework and the Online Safety Act can provide inspiration for Danish policies.

Punching Above Our Weight

Thanks to early pioneers who are now well-established names, and continuous world-class games research across multiple institutions, Denmark has an outsize reputation across game creation and game research. There is a clear opportunity to establish ourselves among the best in game education as well. We are very good at collaboration and mutual support in Scandinavia. By building on these strengths and addressing the challenges outlined in the report and in this commentary, we can further cement our position as a hub for creativity and innovation. The games sector is dynamic and rapidly evolving, and it requires a workforce that is equally adaptive and forward-thinking.

Let us work together – academics/educators, industry leaders, and policymakers – to ensure that Denmark’s educational programs meet the strategic needs of the industry we are all proud of.

Author’s note: the opinions in this article are my own and do not in any way represent or reflect those of my employer.