The ResearchMe analytical center and the VK Play platform carried out a survey among residents of Russia to explore attitudes toward studying game disciplines in schools. The findings reveal a surprising openness among respondents to the idea, signaling a potential shift in how younger generations might be taught about games as a field of study and as a possible professional path. The study sought to understand not just opinions but also the social momentum behind integrating game-oriented curricula into formal education, and the results suggest there is real curiosity and consideration at multiple levels of society.
According to the study, researchers interviewed 1953 adults and found that 64 percent supported the proposal to include game development and creation as part of the school curriculum, with many expressing a view that these lessons should be mandatory. This reflects a broader trend where people see games not merely as entertainment but as a legitimate area of technical skill and creative work that can complement traditional subjects. The data imply a desire for schools to provide structured exposure to game design principles, programming basics, and digital storytelling, fostering a generation that understands both the art and the science behind modern interactive media.
The report also notes growing acceptance of video games within families. For instance, 70 percent of respondents allow their children to play video games, and more than a quarter view such activities in a positive light. A majority of parents, about 63 percent, report that they do not hold negative stereotypes about games or game culture. This shift may reflect broader changes in gaming’s status, where games are increasingly seen as a valid form of leisure that can coexist with education, social interaction, and even skill development in problem solving, collaboration, and strategic thinking.
A notable portion of the participants, roughly one in four, indicated they are not opposed to their children pursuing a career in the gaming sector. The phrasing leaves room for interpretation about the specific paths involved, whether it means working in game development, game design, or related fields like eSports management, marketing, or digital media production. The survey highlights a growing curiosity about how gaming can intersect with formal education and future job opportunities, suggesting that families are beginning to view the gaming economy as a potential source of livelihoods rather than a niche leisure activity.
In examining these attitudes, the study underscores the importance of clear curricula that teach foundational skills such as programming, animation, user experience design, and project management. It also points to the value of introductory courses that demystify the production pipeline, from concept to finished product, and that help students understand the roles and responsibilities that come with working on a game project. By framing gaming as a multidisciplinary field that blends technology with storytelling, educators can make it accessible to a broad audience and prepare students for a variety of careers in a fast-growing sector.
While the data come from a specific national context, the implications resonate in diverse education systems that are exploring how to modernize curricula to reflect digital realities. The findings invite policymakers, educators, and families to consider how to balance academic rigor with creative exploration, ensuring that students gain practical skills while cultivating critical thinking, collaboration, and ethical perspectives on digital media use. In this sense, the survey contributes to an ongoing conversation about shaping schools to prepare students for a future where technology and creativity are closely intertwined, and where gaming is acknowledged as a legitimate ecosystem for learning and innovation.