<![CDATA[The evolving complexities of 21st-century education demand a fundamental reconceptualization of school counselors' professional roles. This systematic literature review, guided by the PRISMA framework, examines the transformation of Guidance and Counseling (GC) teachers’ roles in both global and Indonesian contexts. A rigorous Scopus search for articles published between 2020 and 2025 identified 573 initial records, which were subsequently refined to 12 high-quality studies using strict eligibility criteria that prioritized explicit discussions of role transformation. Thematic synthesis reveals a paradigmatic shift from traditional, remediation-oriented practices toward a comprehensive, systems-based approach. Four interconnected transformative roles emerge: 1) counselors as equity advocates for vulnerable students while strengthening professional identity; 2) counselors as strategic collaborators building partnerships with teachers, school leaders, disability services, and communities; 3) counselors as data-driven agents of systemic change through policy-informed leadership; and 4) counselors as ethical role models fostering institutional cultures of integrity. These findings establish that role transformation is not merely a practical adjustment but a foundational imperative for delivering inclusive, equitable, and effective counseling services. The study contributes theoretical insights into the evolution of counselor identity and offers practical implications for pre-service education programs, school policy design, and institutional support structures needed to empower counselors to fulfill these transformative functions amid contemporary educational challenges. Keywords: Counselor role transformation; Guidance and counseling; Professional identity; Systematic Literature Review; 21st Century Education]]>
