<![CDATA[This literature review aims to synthesize the role of the Understanding by Design (UbD) approach in optimizing clinical supervision and reflective learning in the Pre-service Teacher Professional Education. By analyzing relevant literature, this study explores how the UbD framework can enhance the effectiveness of clinical supervision, foster critical thinking, and facilitate reflective practices among prospective teachers. A systematic review methodology was used to identify, screen, and synthesize findings from various academic databases. The results indicate that the integration of UbD in clinical supervision and reflective learning has the potential to strengthen teachers' professional competence, improve teaching quality, and prepare prospective teachers for the challenges of contemporary educational practice. Despite implementation challenges, these findings provide practical implications for strengthening the PPG curriculum and supervision practices in Indonesia.]]>
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