<![CDATA[The era of digital disruption has brought significant changes to the world of education, requiring educators to adapt to technological dynamics and changes in learning paradigms. Teacher professionalism is no longer measured solely by pedagogical skills and personality, but also by innovative, reflective, and adaptive capacities in response to the changing times. This study aims to examine the role of field study activities as a strategy in transforming the professionalism of educators in the era of disruption. The research method used is library research by analyzing various relevant literature, scientific journals, and previous research results. Data were collected through an in-depth review of scientific sources and interpreted descriptively and analytically. The results of the study show that Field Study has a significant contribution in developing the professionalism of educators because it provides contextual learning experiences that connect theory with real-world practice in the field. Through Field Study, educators have the opportunity to engage in critical reflection, improve their professional competencies, and build collaborative networks. However, the analysis also found a gap between the ideal and the reality in the field. Many Field Study implementations are still formalities without strengthening reflection and follow-up based on digital innovation. Therefore, an implementation model for Field Study that is more integrated with technology and institutional support oriented towards continuous professional development is needed.]]>
