This article presents the results of a systematic literature review on the use of Intelligent Learning Systems (ILS) in simulator-based professional education contexts aiming to provide guidelines on how to design a personalized, flexible, and adaptive learning experience to be used in remote simulator training for maritime cadets. The PRISMA protocol was employed to identify empirical studies published in international academic journals between 2018–2023. In the first step, 782 records were identified through searching through Scopus and Web of Science. After screening abstracts and full texts, a total of 10 studies remained. The article synthesizes results from three different domains where ILS have been used for simulator-based professional training: social science education, healthcare, and transportation. The results show a wide variety of applications and approaches to ILS design, such as to enhancing motivation and satisfaction in the students’ learning process through adaptive feedback, or to provide real-time evaluations and feedback to trainees. The review shows the importance of considering end-user groups and how these may make use of the system in the design of an ILS. While systems can offer modules to both instructor and trainee, it is important to recognize that the two are different in terms of what is needed to facilitate an effective, efficient, and learner-centered training path.