Abstract This article summarises three years of studying game jams. Rooted in extensive field work — participating, organising, studying and discussing game jams — and multiple methods, we have explored different digital and non-digital jamming formats to apply in educational settings, especially in the Finnish context of general formal teaching for 16–19 year olds. This paper sums up our main findings arranged thematically. We claim that game jamming is a viable method in general formal education, and that although the learning outcomes vary and can be difficult to verify, the participants themselves report perceived learning and increased motivation. We also discuss the values present in our research project and the inclusivity of game jams. We describe various ways to organise game jams in classrooms, along with teacher competencies and resources needed. Based on these viewpoints we provide recommendations, grounded in both research and practice, on how to use game jamming in schools to teach, for example, STEAM and other 21st century skills.