The aim of this study is to empirically examine the impact of the level of digital infrastructure on access to higher education in OECD countries. Digital infrastructure is represented by indicators such as the percentage of individuals using the internet, the density of secure internet servers, and per capita gross domestic product. Access to higher education is considered in two dimensions. The higher education enrollment rate, which indicates the overall level of participation, and the gender equality index, which represents equal opportunity, are the dependent variables of the study. Data from the period 2010–2024 were used in the study, and 37 OECD countries were included. Analyses were performed using the STATA 17.0 statistical program, employing the Driscoll–Kraay robust standard errors approach from panel data methods. This method was preferred because it addresses the problems of heteroskedasticity, autocorrelation, and cross-sectional dependence. Model 1 considered the higher education enrollment rate as the dependent variable. The findings showed that internet usage, secure internet servers, and R&D expenditures had positive and statistically significant effects on participation in higher education. In contrast, the coefficient for GDP per capita was found to be negative and significant. This finding suggests that it may be related to individuals' tendencies to enter the labor force at an earlier age or pursue alternative educational paths as economic well-being increases. Model 2 examined the gender equality index in higher education as the dependent variable. In this model, digital infrastructure indicators, R&D expenditures, and per capita income all showed positive and significant effects. In particular, the high correlation coefficient for R&D expenditures suggests that innovative and research-oriented educational environments may be closely linked to women’s participation in higher education. Overall, the findings suggest that digital transformation is positively associated with indicators of social inclusion and equal opportunity in education and can therefore be considered an important component of development.

This study comprehensively examines the game development process from both pedagogical and technological perspectives. The research is based on a review approach, a qualitative research method. Within the scope of the study, current literature in the field of game-based learning and educational digital games was analyzed, and an Educational Digital Game Development Model (EDOGM) was proposed based on the findings. The model consists of five main components: learning objectives, game mechanics, interaction design, feedback, and measurement and evaluation. Furthermore, to test the explanatory power of the model, seven different educational digital game environments were analyzed comparatively. The findings reveal that, for educational digital games to be an effective learning tool, a balanced structure must be established between pedagogical suitability, game design, and evaluation processes. This study contributes to theoretical and applied studies in the field by providing a holistic framework for the educational digital game development process.