<![CDATA[Virtual Campus Tours (VCTs) are increasingly used in higher education to support campus familiarization, student recruitment, and digital engagement. However, their technological development, institutional applications, and educational outcomes require a focused synthesis that distinguishes campus orientation and user engagement from demonstrated learning outcomes. This study addresses this gap through a Systematic Literature Review (SLR) guided by the PRISMA 2020 guidelines and complemented by descriptive bibliometric analysis. A Scopus search conducted on August 20, 2025, identified 47 records published between 2013 and 2025, of which 35 studies met the eligibility criteria and were included in the final synthesis. The analysis examined annual publication output, citation distribution, and thematic clusters based on author keyword co-occurrence, alongside a thematic synthesis of technological applications, recruitment and marketing, educational roles, and implementation challenges. Publication output peaked in 2023 with ten studies, followed by eight studies in 2024, while publications from 2018 accumulated the highest annual citation total (116), largely driven by one highly cited article. The technological landscape reflects a progression from 360-degree panoramic imagery and basic web interfaces toward interactive 3D environments, VR/AR-based applications, game-engine technologies, and metaverse-based experiences. Reported applications extend beyond institutional promotion to include campus orientation, user engagement, spatial understanding, experiential learning, and social connection. However, these outcomes are not equivalent, and engagement or positive user perceptions alone do not establish improved learning outcomes or actual enrolment effects. Key implementation challenges include development and maintenance costs, infrastructure and expertise requirements, accessibility limitations, limited pedagogical integration, and data privacy concerns. This review maps the VCT research landscape and highlights the need for inclusive design, greater pedagogical integration, and rigorous empirical evaluation of educational and recruitment outcomes.]]>
