Antisemitic narratives have enjoyed great popularity in digital media, and not just since the coronavirus pandemic and the rise of conspiracy theories. It is therefore not surprising that the majority of existing research studies stresses that digital media enables a so-called normalization of antisemitism, partly due to the absence of legal consequences that can usually be observed. They go so far as to claim that digital media are responsible for the rise of antisemitic structures. But is such a generalization appropriate, and what about the use of digital technology in education to raise awareness and educate about antisemitism? Grieve, Radde-Antweiler and Zeiler (2020) stresses that for example games rules, the games narratives the game design as well as the gaming as such are deeply connected to decision-making processes and with specific values that give meaning to gamers' decisions. Games then trigger the discussion of ethical and moral behavior. This involves exploring the moral and ethical choices presented in games. For example, the ethical dilemmas in games illustrate how games can shape players' understanding of moral complexities. Furthermore, games promote values of community, cooperation, and sustainable living. The paper will focus on digital games, particularly educational games, and critically discuss the possibilities and opportunities they offer for promoting education that challenges antisemitism, taking into account today's deeply mediatized living environments.