Abstract
Innovative learning plays a crucial role in preparing students to tackle global challenges in the 21st century. In the context of this study, innovative learning is understood as instructional approaches that integrate STEM/STEAM education, ethnomathematics or cultural contexts, and project-based learning to support the development of technological pedagogical content knowledge (TPACK) in pre-service mathematics teacher education. Despite the growing attention to innovative pedagogical approaches, research examining the intersection of STEM/STEAM education, ethnomathematics, and TPACK in pre-service teacher education remains fragmented. Therefore, this study conducted a literature review to examine how STEM/STEAM, ethnomathematics (ethno), project-based learning (PjBL), and TPACK are represented and connected in the literature of pre-service mathematics teachers' education. A systematic literature review (SLR) of 17 Scopus-indexed articles from the past seven years was conducted. The analysis employed descriptive statistics, network analysis, and qualitative synthesis to identify research trends, dominant themes, and emerging patterns. The analysis suggests that PjBL–ethno–STEAM emerges as a promising conceptual direction for supporting TPACK development, although empirical evidence remains limited. The study also discusses challenges, opportunities, implications, and recommendations for future research and applications in educational settings. These findings aim to inform the development of innovative and contextually relevant mathematics teachers' education curricula.