The active participation of community college lecturers in architecture-related Continuing Professional Development (CPD) programs is essential to maintaining educational quality and aligning pedagogy with industry advancements. Despite this importance, many lecturers face significant challenges that limit their involvement. This study adopts a Systematic Literature Review (SLR) approach to examine existing research published between 2020 and 2024, sourced from the Scopus and Web of Science databases. A total of fifteen relevant articles were selected through a rigorous process involving identification, screening, eligibility assessment, and inclusion. Thematic analysis was conducted to uncover key issues affecting CPD engagement. The findings reveal persistent barriers, including limited resource access, time constraints, lack of institutional support, technological resistance, and inadequate digital skills. To overcome these challenges, the study offers several strategic recommendations: the development of CPD programs tailored to the unique needs of Technical and Vocational Education and Training (TVET) lecturers, enhanced collaboration between academia and industry, increased access to digital tools, and the establishment of institutional structures that promote innovation and lifelong learning. This review not only deepens the understanding of obstacles to CPD participation but also presents actionable, evidence-based strategies to support the professional development and instructional effectiveness of architecture lecturers in community colleges. The study concludes by advocating for future research to explore the impact of CPD engagement on lecturers’ competencies and student performance across diverse program models. © 2026, Malque Publishing. All rights reserved.
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