This study examines the use of the digital game-based learning (DGBL) approach in social studies instruction for the purpose of inclusive education. The research was conducted with 18 social studies teachers working in 10 public middle schools located in different socio-cultural regions of Turkey. The study was carried out in three iterative phases within the framework of Design-Based Research (DBR): analysis and exploration, design and implementation, and evaluation and redesign. Data collection tools included observation forms, teacher reflective journals, semi-structured interviews, and surveys. The findings indicate that digital games enhance the participation, motivation, and social interaction of students with special needs, while also improving teachers’ awareness of inclusive teaching and their technological pedagogical competencies. However, technical infrastructure deficiencies and time constraints were identified as factors that hindered the implementation process. The research demonstrates that DGBL can be used as an effective teaching strategy in inclusive educational settings and can become sustainable with institutional support for teacher training and school infrastructure.
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