Teacher professional development (PD) is a continuous endeavor aimed at enhancing teachers’ knowledge and skills through relevant courses, serving as an initiative to upgrade their expertise and produce high-quality educators. The introduction of the design and technology (D&T) subject aligns with the needs of 21st-century students, necessitating teachers to upgrade their knowledge and skills in accordance with the current needs. However, reports have indicated that teachers’ knowledge and skills remain at a moderate level for the D&T subject. This paper aims to identify the issues and challenges in the implementation of PD programs for D&T teachers. In this study, a systematic review was employed using systematic search strategy criteria to guide the study. Three databases were used, namely Web of Science (WoS), Scopus, and Google Scholar. In all, 244 articles published between 2019 and 2023 were acquired through keywords and search strings, with 22 studies related to the topic. The study identified insufficient teacher preparedness toward D&T and inferior quality of teacher PD programs as issues, while constraints in teachers’ participation were identified as challenges in implementing PD programs for D&T teachers. These results are expected to assist stakeholders in supervising the implementation of PD programs for D&T teachers, with the aim of maximizing the impact of these programs in enhancing the skills and knowledge of teachers. ©Authors.
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