The integration of Minecraft Education Edition in STEM education has gained attention for its potential to enhance student engagement and learning through gamified, interactive experiences. However, the effective use of Minecraft as a learning tool often depends on teachers' technical proficiency, particularly their programming knowledge. This systematic literature review, conducted according to PRISMA guidelines, explores studies from 2015 to 2024 with a focus on the role of teacher training programs in supporting the use of Minecraft in STEM education. The review identifies key challenges related to teachers' lack of programming skills, analyzes the effectiveness of existing training programs, and provides recommendations for designing comprehensive professional development that can enable teachers to leverage Minecraft to its fullest potential in STEM lessons.
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