<![CDATA[Indonesia's accelerating transition toward Electric Vehicle (EV) technology necessitates a comprehensive evaluation of the readiness of Vocational Education and Training School (VET School) teachers and students in responding to this transformative shift. In terms of student competencies, a significant transition has occurred from the mastery of conventional automotive systems toward proficiency in high voltage electrical systems, battery management systems, electric motors, and technology based digital diagnostics. Beyond technical competencies, 21st century skills such as problem solving, critical thinking, and work readiness have equally become indispensable demands within the contemporary industrial landscape. Concurrently, VET teachers are required to demonstrate elevated levels of readiness by mastering current EV technologies, implementing industry aligned approaches such as the Teaching Factory model, and enhancing their digital and pedagogical competencies to effectively support students' skill transformation. Nevertheless, existing research consistently reveals that competency gaps remain a persistent challenge, primarily attributable to inadequate learning facilities, insufficient relevant teacher training, and the weak integration of EV curricula within the structural framework of VET school. This study employs a Systematic Literature Review methodology guided by the PRISMA 2020 framework (Page et al., 2021), involving the systematic analysis of 47 studies retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases, covering the publication period from 2021 to 2026. The findings demonstrate that the implementation of Smart Teaching Factory significantly enhances students' practical skills, digital literacy, and problem-solving capabilities. Furthermore, this approach substantively contributes to strengthening teacher readiness within industry aligned vocational education contexts.]]>
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