Background: Video games are highly popular among young people worldwide and have been shown to help develop skills that are crucial for career planning, such as problem-solving, strategic thinking, and collaboration. These skills align with the future skills framework, which highlights essential life and career skills, learning and innovation skills, and ICT skills that can be fostered through gaming. Methods: This cross-sectional study investigates the role of video games in fostering future skills relevant to career planning among Swiss secondary students (N = 265). We conducted quantitative content analysis within the future skills framework, paired with structural equation modeling (SEM), to determine whether students could identify skills acquired through gaming, which reflective abilities are needed, and how these might apply to career planning. Results: Male students were more likely to report engaging in video gaming (b = .27, p < .001). Video gaming positively influenced both the number (b = 1.31, p < .001) and variety (b = .78, p < .001) of skills identified by students that could be coded within the future skills framework. SEM analysis demonstrated that criticality had a positive effect on the frequency of identified skills coded as future skills (b = .42, p < .05), whereas self-reflection negatively impacted this frequency (b = −.33, p < .05). Additionally, the frequency of future skills identified significantly influenced the perceived learning transfer to career planning (b = .12, p < .001). Conclusion: The study underscores the importance of video games as informal learning environments that cultivate future skills essential for career planning. Integrating gaming experiences into career planning can support the development of adaptable, innovative, and forward-thinking skills. Encouraging an open, critical mindset enhances the transferability of gaming skills to real-life career contexts. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
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