Professional development for teachers is an obligation that must be carried out sustainably as proof that teachers are the main resource in maintaining the quality of education. Without exception, the existence of teachers in Indonesia, with the rules issued by the government (Ministry of Education) regarding professional teachers, is a teacher who has the task of educating, training, guiding, assessing, and evaluating students formally. The above functions are framed in four teacher competencies, including pedagogical, professional, social, and personality competencies. The development of the world of education into the digital era also provides space for teachers to upgrade their professionalism quickly without leaving behind the local wisdom that has developed in each region. This condition can increase students’ interest in learning because the best learning is learning that is close to students. According to the latest data, Indonesia is one of the countries with intangible cultural heritage (WBTb) at 1.728. So, in the future, teachers are expected to be able to improve their professionalism without leaving behind the existing local wisdom. The presence of the Pancasila Student Profile Strengthening Project (P5) training based on local wisdom is proof that teachers must be able to follow developments optimally in the world of education. In line with the above conditions, improving teacher professionalism is a necessity to be able to convey the learning process to students optimally. Referring to the above conditions, teachers should be able to make the best design to improve their professionalism. However, the opposite fact is often found in the field, such as teachers in Indonesia who still do not meet the standards in improving their competence because the training materials are not systematically arranged based on the needs of the problems in the field. Meanwhile, the process of improving teacher professionalism, which is carried out through training, seminars, or workshops, must be supported by materials that are appropriate to the needs of teachers, as well as clear goals, targets, success indicators, participant criteria (teachers), and an evaluation process. In this chapter, the researcher wants to provide a new perspective on teacher choices in improving professionalism according to individual needs (teachers) using the systematic literature review research method. In detail, there are five provisions in the process of selecting the systematic literature review method. First, the selected articles are journal articles (excluding conference results or book reviews). Second, there are provisions for selecting articles within a certain period and a certain theme so that all references are up to date. For example, in the process of improving teacher professionalism in Indonesia, articles were taken from the last 10 years (2014–2024). Third, articles are searched in a global database so that their validity cannot be doubted, such as the results of articles published in Scopus or WoS. Fourth, in the process of maintaining the objectivity of the article, the researcher uses a third-party application so that there is no subjectivity. The application used by the researcher is published or perished. Fifth, in the process of searching for articles, the researcher uses English keywords, because it is certain that the articles published in Scopus are mostly in English, based on the facts, objectives, and research methods above. Therefore, the data analysis used by researchers is the PRISMA analysis that maintains the transparency of data obtained from the data search process, to obtain findings that are needed. The results of the study can provide practical solutions for teachers in choosing to improve their professionalism, including pedagogical, professional, personality, and social competence. In addition, researchers can also provide recommendations for teachers to improve professionalism and to choose according to their needs. Such as if there is a need to increase the depth of learning materials, teachers can choose training, workshops, and seminars related to improving professional competence. Based on the facts, objectives, and research methods above, the data analysis used by the researcher is the PRISMA analysis, with its strength in maintaining the transparency of data obtained from the data search process so that the findings are valid. The results of the study can provide practical solutions for teachers in choosing to improve their professionalism, including pedagogical, professional, personality, and social competence. In addition, researchers can also provide recommendations for teachers to increase the depth of learning materials, and then, teachers can choose training, workshops, and seminars related to improving professional competence. For example, choosing training or workshops for the Pancasila Student Profile Strengthening Project (P5) based on local wisdom is an obligation for teachers, because the learning given to students by strengthening local wisdom can increase students’ interest in learning. In addition, the Pancasila Student Profile Strengthening Project (P5), based on local wisdom, can foster student character. In detail, the discussion plan in this book review includes the following: Based on the four discussion plans above, it is hoped that it will be able to provide a detailed description of the best strategies for teachers to improve their professionalism based on local wisdom.