<![CDATA[Green competence encompassing the knowledge, skills, and attitudes required to address environmental sustainability challenges remains critically underexplored in vocational fashion education globally. This study reviews and synthesizes literature on green competence integration in vocational and design-based fashion education published between 2021 and 2026. Following PRISMA 2020 guidelines, a systematic search of the Scopus database identified 41 articles, of which 12 met all inclusion criteria. Three research questions guided the synthesis: (1) What research trends characterize sustainability and green competence integration in fashion education during 2021-2026? (2) What learning models and pedagogical approaches are employed to develop green competence in fashion education? (3) What implementation challenges are faced in vocational fashion education contexts? Findings reveal five major research trends, with curricula systematically misaligned with green competence requirements across multiple countries. Seven learning models were identified, with Project-Based Learning (PjBL) being most prevalent, alongside the Integrated 3-Stage Curriculum, Life Cycle Design + LCA Toolkit, AI Generative Design Sprint, Critical/Transformative Pedagogy, Multidimensional Integrated Curriculum, and Speculative Design. Six implementation challenges were mapped: curriculum gaps, knowledge-action gap, resistance to curriculum change, insufficient scaffolding, technology barriers, and industry academia misalignment. This review provides a structured evidence base for curriculum developers and policymakers, with direct relevance to vocational fashion secondary schools, particularly SMK Busana in Indonesia. The review contributes an evidence-based framework that can guide curriculum redesign, teacher capacity development, and Green TVET policy implementation in vocational fashion education.]]>
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