This systematic review examines the Technological Pedagogical Content Knowledge (TPACK) competence of Science teachers in the Philippines by synthesizing studies published from 2015-2025. Guided by the PRISMA framework, relevant studies were identified, screened, and analyzed to determine the level of TPACK competence, influencing factors, challenges, and recommended interventions to further improve their competence. The findings reveal that Science teachers generally demonstrate moderate to high levels of TPACK, particularly in pedagogical and content knowledge domains. However, technology-related components, especially technological content and technological pedagogical knowledge, still remain as areas of concern. Professional development, self-efficacy, teaching experience, and institutional support significantly influence the ability of teachers to integrate technology effectively in their science instruction. Given the persistent challenges in terms of infrastructure, training quality, and contextual limitations, holistic approaches are required such as continuous and context-responsive professional development programs, policy-aligned initiatives, and strengthened institutional support. Hence, this review highlights the importance of a comprehensive and holistic approach towards strengthening TPACK competence among Science teachers to further continue in promoting high-quality, inclusive, and technology-enabled Science education. Keywords: Technological Pedagogical Content Knowledge, TPACK competence, Science Teachers, Technology Integration, Professional Development, Science Education