This study examines the impact of game-based and simulation-supported learning environments on students’ academic achievement, engagement, and technological pedagogical competencies in social studies education. Despite the increasing integration of digital technologies in education, the pedagogical effectiveness of combining game-based and simulation-supported approaches remains underexplored, particularly in relation to established theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK). To address this gap, the study employed a mixed-method research design involving 64 secondary school students divided into experimental and control groups. Quantitative data were collected through achievement tests, TPACK scales, and engagement measures, while qualitative data were obtained from interviews, observations, and reflective feedback. The findings indicate that students in the experimental group demonstrated significantly higher levels of academic achievement and engagement compared to those in traditional learning environments. Specifically, the experimental group showed a significant increase in academic achievement (Δ = 19.30, p < .001), whereas the control group showed a limited and non-significant improvement (Δ = 6.40, p > .05). Beyond the empirical findings, the study contributes to the literature by proposing the TPACK-GSL model as a preliminary conceptual extension of the TPACK framework. Drawing on evidence derived from students’ learning outcomes and experiences in game-based and simulation-supported learning environments, the model suggests that technology integration may be understood as a dynamic and context-responsive process shaped by interaction, experiential learning, and pedagogical design. While the proposed model provides initial theoretical insights into technology-supported learning, further research is needed to validate and refine the model across different educational contexts, disciplines, and instructional settings.