Upskilling and Reskilling Vocational High School Teachers: A Systematic Literature Review on Strategies for Strengthening Professional Competence in the Marketing Field

Erma Herawati (Faculty of Teacher Traaining and Education, Sebelas Maret University, Surakarta, Indonesia)
Trisno Martono (Faculty of Teacher Traaining and Education, Sebelas Maret University, Surakarta, Indonesia)
Sudarno Sudarno (Faculty of Teacher Traaining and Education, Sebelas Maret University, Surakarta, Indonesia)
Leny Noviani (Faculty of Teacher Traaining and Education, Sebelas Maret University, Surakarta, Indonesia)

Social, Humanities, and Educational Studies (SHEs): Conference Series
Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series

The accelerating digital transformation and shifts in industrial structures require vocational high school (VHS) teachers, particularly in the marketing field, to possess professional competencies that align with the evolving needs of the labor market. This study examines strategies for upskilling and reskilling VHS teachers through a systematic literature review guided by the PRISMA 2020 protocol. Eleven peer-reviewed articles published between 2020 and 2025 were thematically analyzed using the 5C Framework, which includes Content, Context, Commitment, Capacity, and Clients or Coalition. The synthesis reveals that the effectiveness of teachers’ professional development depends on the integration of industry- and technology-based training design (content and capacity), institutional support and personal motivation (context and commitment), and multi-stakeholder collaboration involving schools, industries, and teacher communities (clients or coalition). Overall, the enhancement of vocational teachers’ professional competence requires the development of a reflective, collaborative, and industry-oriented learning ecosystem that enables vocational education to adapt effectively to the digital era and the transition toward Industry 5.0.