Digital game-based learning (DGBL) has emerged as a significant research topic in recent times, particularly in the context of K-12 education. While numerous systematic literature reviews have focused on students as participants, there is a notable gap in reviews that concentrate on the educators who adopt DGBL in their classrooms. This study aims to fill this gap by synthesising findings from DGBL studies between 2000 and 2023 that focus on educators instead of students. Utilising the PRISMA 2020 process, 43 articles meeting specified inclusion and exclusion criteria were reviewed, coded, and analysed to identify trends in four domains: (1) distribution and demographics of studies, (2) research aspects of studies, (3) participants' views on DGBL, and (4) training strategies and resources. The analysis revealed common themes in educators' perspectives on DGBL, highlighting the need for structured training programmes for K-12 educators. From these insights, the article proposes a model for a training programme that equips K-12 educators to effectively utilise DGBL. This study contributes significantly to the field by shifting the focus to educators, who play a crucial role in the successful integration of digital games in the learning process.