<![CDATA[Purpose: This study aims to analyze teachers’ roles in implementing sustainable education-based learning within the School Mover Program and to identify the supporting factors and barriers that influence its effectiveness. Methods: This study employed a qualitative literature review design using thematic synthesis. The reviewed sources consisted of peer-reviewed journal articles, academic references, policy documents, and official reports published between 2020 and 2025. Sources were selected based on their relevance to sustainable education, teacher roles, learning transformation, and the School Mover Program. Irrelevant, duplicate, and non-academic sources were excluded from the analysis. Findings: The synthesis shows that teachers’ roles are mainly reflected in contextual lesson planning, participatory learning facilitation, and the integration of sustainability values into classroom activities. The effectiveness of these roles is influenced by pedagogical competence, digital literacy, institutional support, collaborative school culture, student readiness, and access to learning resources. The main barriers include limited teacher capacity, uneven training access, structural constraints, and variations in students’ readiness for active learning. Research Implications: The findings suggest that strengthening sustainable education in the School Mover Program requires systematic teacher training, stronger school leadership, collaborative professional learning communities, and clearer assessment indicators for sustainability-oriented learning. Originality: This study contributes by positioning teachers as the connecting point between education policy, school systems, and classroom-level sustainability practices. Unlike previous studies that mostly discuss policy implementation or teacher competence separately, this review synthesizes the relationship between teacher agency, institutional readiness, and sustainable learning implementation.]]>
