<![CDATA[This study aims to analyze the effectiveness of academic supervision in improving teacher performance in supporting the achievement of Sustainable Development Goal 4 on quality education. The problem identified is the dominance of supervisory practices that are still administrative in nature and do not fully encourage reflection, professional development, and improvement in the quality of learning. Using a systematic literature review method, 22 selected publications (2020–2025) relevant to academic supervision, teacher performance, and SDG 4 were examined, based on searches on Google Scholar, Scopus, and ResearchGate. The analysis was conducted using descriptive qualitative methods through the synthesis of policies, reports, and empirical findings to understand the contribution of academic supervision in improving the quality of learning at the classroom and school levels. The results of the study show that effective academic supervision contributes to improving teachers' pedagogical competence and a safe, inclusive, and effective learning environment as targeted in SDG 4.a. In addition, supervision also plays a role in strengthening teacher capacity through mentoring, lesson study, and technology-based supervision, in line with SDG 4.c to increase the number of qualified teachers. This study confirms that academic supervision is a strategic instrument in sustainable education development because it encourages a culture of lifelong learning in the school ecosystem. This findings imply the need to strengthen ongoing supervision policies that are integrated with teacher professional development programs. ABSTRAKPenelitian ini bertujuan menganalisis efektivitas supervisi akademik terhadap peningkatan kinerja guru dalam mendukung pencapaian Sustainable Development Goal 4 tentang pendidikan berkualitas. Permasalahan yang diidentifikasi adalah dominannya praktik supervisi yang masih bersifat administratif yang belum sepenuhnya mendorong refleksi, pengembangan profesional, dan peningkatan kualitas pembelajaran. Menggunakan metode systematic literature review dengan menelaah 22 publikasi terpilih (2020–2025) yang relevan dengan supervisi akademik, kinerja guru, dan SDG 4, berdasarkan penelusuran pada Google Scholar, Scopus, dan ResearchGate. Analisis dilakukan secara deskriptif kualitatif melalui sintesis kebijakan, laporan, dan temuan empiris untuk memahami kontribusi supervisi akademik dalam meningkatkan mutu pembelajaran di tingkat kelas hingga sekolah. Hasil kajian menunjukkan bahwa supervisi akademik yang efektif yang berkontribusi pada peningkatan kompetensi pedagogik guru dan lingkungan belajar yang aman, inklusif, serta efektif sebagaimana ditargetkan dalam SDG 4.a. Selain itu, supervisi juga berperan dalam penguatan kapasitas guru melalui mentoring, lesson study, dan supervisi berbasis teknologi, sejalan dengan SDG 4.c untuk meningkatkan jumlah guru berkualifikasi. Studi ini menegaskan bahwa supervisi akademik merupakan instrumen strategis dalam pembangunan pendidikan berkelanjutan karena mendorong budaya belajar sepanjang hayat dalam ekosistem sekolah. Temuan ini mengimplikasikan perlunya penguatan kebijakan supervisi berkelanjutan yang terintegrasi dengan program pengembangan profesional guru.]]>
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