The cultural and social scenarios in which digital technologies, including videogames, play a part in learning-process changes mark the need to review formats and strategies currently applied in higher education (HE), as well as to plan changes that imagine and design a teaching method that is more in line with future challenges. Serious video games are used to educate, train, and coach, leveraging their ludic and motivating characteristics. The article presents the results of two serious video games in a population of young university students and young new faculty members, their influence in specific soft skills (leadership, commitment, self-regulation, autonomy). Data from both implementations were used to answer the following research questions: How can we increase creativity and leadership if the environment of the games itself can limit our possibilities? What types of learning should be promoted, which experiences are valuable, and what knowledge is relevant when technology plays a central role? How can we ensure continuous learning in this context? What tools can be provided to facilitate lifelong learning? The results show preparing students in soft skills, such as decision-making knowledge, work ethics, team work, and managing emotions is possible by integrating video games into their learning experiences. Including cultural trends currently occurring outside HE classrooms walls can enhance learning, motivation, and life-long learning. Conclusions formulate some theoretical considerations and powerful questions for the possible transformation of educational practices within HE.