<![CDATA[Digital KPIs have traditionally been employed as administrative tools for monitoring teacher performance. However, recent advances in educational technology suggest that Digital KPIs can also function as technology-enabled systems that facilitate continuous teacher professional development through digital monitoring, reflective practice, and evidence-informed instructional improvement. This study aimed to develop a conceptual understanding of Digital KPIs as educational technologies supporting teacher professional development by synthesizing current research and proposing an integrated conceptual framework. A SLR was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2020 and 2026 were identified from Scopus, Web of Science, Google Scholar, and the DOAJ. After a rigorous screening and eligibility process, 15 studies were included in the thematic synthesis. The review identified five interrelated themes: (1) Digital KPI systems as enablers of teacher professional development, (2) teacher digital competence as the foundation of technology-enabled professional learning, (3) leadership and organizational readiness for technology integration, (4) Digital KPI systems supporting instructional quality and continuous professional improvement, and (5) challenges in implementing technology-enabled teacher development. Based on these findings, this study proposes a Technology-Enabled Teacher Professional Development Framework and a set of Digital KPI components that integrate digital competence, instructional innovation, collaborative professional learning, and reflective practice. The findings reposition Digital KPIs from performance management instruments toward educational technologies that foster sustainable professional learning and instructional quality, providing theoretical and practical guidance for schools, policymakers, and educational technology developers.]]>
