<p>While there has been a significant increase in the number of teachers who are using video games in their classrooms, there has been a lag in initial teacher education (ITE) programs that include video game pedagogy. Research has outlined a significant gap between the theoretical applications of video game use in classrooms, including its link to education learning theories, and its actual reported use by teachers. The aim of this research is to understand current practices within ITE programs regarding video game pedagogy. A comprehensive scoping review examining both research literature and institutional practice was undertaken, which included an analysis of current video game pedagogical frameworks, a scoping review, and an audit of Australian ITE programs. Results demonstrated a clear lack of video game pedagogical training within ITE programs, especially within Australia. Additionally, results highlighted a patchwork of frameworks, none of which focused on video game pedagogy holistically. As a result, the PATHWAY Curriculum Framework was designed – a pedagogical approach for ITE programs encompassing learning areas including theoretical understanding, video game applications and assessment, and teacher reflection. A pilot program to test the effectiveness of the framework should be undertaken. The findings suggest the need for ITE institutions to implement video game pedagogical instruction to ensure future teachers can effectively apply these digital tools in a rapidly changing educational landscape.</p>