<![CDATA[The transformation of vocational education requires educators to move beyond their traditional role as knowledge transmitters toward becoming designers, facilitators, mentors, and reflective practitioners capable of creating deep, contextual, and workplace-relevant learning experiences. This study aims to analyze the transformation of educators’ roles in the implementation of deep learning in vocational education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Articles were retrieved from the Scopus database within the 2020–2026 publication period. Following the identification, screening, and eligibility assessment processes, 15 articles met the inclusion criteria and were analyzed using descriptive quantitative analysis and narrative synthesis. The analysis focused on research trends and contexts, transformations in educators’ roles, learning models or strategies, the use of technology and professional development, as well as supporting factors, barriers, and research gaps. The findings indicate that educators’ roles have shifted from knowledge transmitters toward learning designers, facilitators, mentors/coaches, reflective practitioners, and industry and technology collaborators. This transformation is supported by project-based learning, problem-based learning, lesson study, continuing professional development, professional learning communities, digital technology, and reflective practice. Key supporting factors include institutional support, training, technology availability, professional collaboration, and industry partnerships, while major barriers involve limited time, inadequate facilities, insufficient digital competence, and weak organizational support. The review confirms that effective deep learning implementation in vocational education requires continuous, adaptive, collaborative, and technology-integrated transformation of educators’ roles aligned with learners’ needs and changing workplace demands.]]>
