<![CDATA[This study aims to map the role of learning communities in developing the competence of Early Childhood Education (ECE) teachers based on research published in SINTA 1, 2, and 3 indexed journals. The method employed is a Systematic Literature Review (SLR) guided by the PRISMA protocol, conducted through four selection stages: identification, screening, eligibility assessment, and inclusion. From 459 initially identified articles, 10 final articles meeting all inclusion criteria were selected for in-depth thematic analysis. The findings reveal that learning communities play seven key roles in developing ECE teacher competence, namely as a platform for sharing best practices, a space for professional reflection, an ecosystem for learning innovation, a forum for peer collaboration, a means of empowering self-efficacy, a bridge between theory and practice, and a space for resolving professional value conflicts. These seven roles operate simultaneously across four dimensions of teacher competence, encompassing pedagogical, professional, social, and personality competence. These findings directly contribute to the achievement of SDGs Goal 4 on Quality Education and Goal 10 on Reduced Inequalities, through strengthening ECE teacher capacity as the foundation of sustainable human resource development.]]>
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