Abstract
<jats:p>This chapter examines how Digital Game Design (DGD) education is conceptualized and implemented within higher education institutions, focusing on three interrelated dimensions: curriculum design, pedagogical practices, and institutional organization. Grounded in theoretical foundations from Game Studies, design theory, and learning sciences, the chapter analyzes how universities balance technical, artistic, and theoretical competencies in game design programs. It further explores studio-based and project-based learning models, assessment strategies, and emerging teaching methods such as flipped classrooms and gamification. Finally, the chapter addresses institutional structures, including faculty organization, laboratory infrastructure, interdisciplinary collaboration, and alignment with industry expectations. By synthesizing international program models and educational frameworks, this chapter provides guidance for curriculum designers, academic administrators, and policymakers seeking to establish or revise digital game design programs.</jats:p>