This systematic review examines the literature on teachers' job crafting; a topic that has gained interest in recent educational research and practice. With the teaching environment constantly changing over time due to developments in technology and movement toward globalization, there have been requirements for teachers to job craft--that is, craft their jobs according to the demands of new roles. Considering the peculiar challenges teachers face, such as workload, emotional demands, and organizational constraints, understanding how they craft their roles can provide insights for fostering their well-being and professional growth in educational settings. This review synthesizes findings from peer-reviewed studies published between 2013 and 2023 on the dimensions, antecedents, and outcomes of job crafting in teaching contexts. The analysis has underlined three main categories of job crafting in teacher education reviewed studies: contextual conditions, psychological factors, and approach crafting. The findings highlight the role of job crafting in fostering adaptive, motivated, and flexible teachers. Additionally, the present systematic review underlines the fact that allowing educators some degree of autonomy and collaboration to meet new demands is essential and must be addressed in teacher education programs.