This systematic review aims to identify and analyze the influential factors that affect the work role transition competency of double-qualified teachers, as well as the challenges they encounter in Gansu Province, China. Double-qualified teachers, who possess both professional teaching qualifications and subject-specific expertise, play a crucial role in the education system. Understanding the factors that influence their work role transition competency is essential for improving their professional development and addressing the challenges they face. Through a comprehensive review of existing literature, this study synthesizes the key findings to provide insights into the unique context of Gansu Province
