<![CDATA[Program evaluation in Technical and Vocational Education and Training (TVET) requires systematic identification of stakeholders, participants, and appropriate sampling strategies. However, a comprehensive synthesis of these methodological elements in TVET evaluation literature remains limited. This study presents a systematic literature review (SLR) following PRISMA 2020 guidelines, analyzing 32 peerreviewed articles published between 2021 and 2026 sourced from Scopus, Web of Science, ERIC, and Google Scholar. Three research questions guided the analysis: (1) who are the stakeholders identified and involved in TVET program evaluation, (2) what are the characteristics of participants, and (3) what sampling strategies are most frequently applied. Thematic synthesis and Mixed Methods Appraisal Tool (MMAT) 2018 were employed for data analysis and quality appraisal. Findings reveal eight stakeholder categories, with students (100%) and educators (93.8%) universally present, while certification bodies (21.9%) and government/regulators (28.1%) remain underrepresented. Seven participant types were identified, with significant variation in numbers across study designs (quantitative: M=387; qualitative: M=24). Purposive sampling dominates (56.3%), though only 44.4% of studies using it provide adequate theoretical justification. The study identifies critical reporting gaps and proposes a multistakeholder evaluation framework for TVET. Findings carry implications for evaluation designers, policymakers, and researchers in vocational education, particularly in the context of Indonesia's link and match policy and global TVET transformation.]]>
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