<![CDATA[Teachers' pedagogic competence is widely regarded as a decisive factor in determining the quality of classroom instruction and, ultimately, student learning outcomes. Two variables have received growing scholarly attention as antecedents of this competence: teaching (academic) supervision conducted by school principals or supervisors, and teachers' digital literacy in an increasingly technology-mediated classroom environment. This article presents a systematic literature review that synthesizes findings from 20 empirical and conceptual articles published in Scopus- and SINTA-indexed journals between 2018 and 2025. Using the PRISMA 2020 protocol, articles were identified, screened, and selected from an initial pool of 465 records. The review finds that both teaching supervision and digital literacy exert a significant and generally positive influence on teachers' pedagogic competence, whether examined separately or in combination, although the strength of the relationship is moderated by supervision model, school culture, teacher experience, and access to technological infrastructure. The review concludes with an integrated conceptual model and recommendations for policy, practice, and future research.]]>
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