The digitalization of the educational process, which became a necessity during the pandemic, has led to an increased interest in the use of digital services in the educational process and in the post-pandemic period. This article explores the possibilities of using phygital-gaming technologies in higher education. Phygital-game is considered in the paper as a dichotomy combining two types of reality: traditional and digital. The design of our study consisted of three stages. At the first stage we analyzed theoretical sources, normative-legal acts, developed the research toolkit, at the second stage we conducted an expert survey in the form of a semi-standardized interview. At the third stage, after clarifying the research hypotheses, the discussion seminar was conducted. The results showed a great interest in the application of phygital games in the educational process at the university. The game fulfills a learning function while maintaining a competitive aspect and competition. At the beginning of the article the classification of phygital games is given, basic definitions are given. The authors highlight the features of a new methodology in learning - phygital approach, and the formation of the phygital education model. This model has advantages over the traditional and digital models of education. New forms of educational work with students within the framework of the phygital approach require a serious restructuring of the educational process and carry many risks: social, economic, organizational, legal and health risks. The application of phygital games in higher education is possible in the form of augmented reality, virtual reality or mixed reality both in the implementation of general disciplines and special professional disciplines. Such advantages of phygital-games application as individualized learning, motivation for the result, formation of teamwork and analytical skills, cognitive abilities, applicability in inclusive education are highlighted.