<![CDATA[Artificial intelligence, learning analytics, predictive systems, and automated decision tools are increasingly embedded in higher-education governance, yet their implications for educational equity remain contested. This systematic review synthesizes evidence on algorithmic governance in Chinese higher education. Following PRISMA 2020, six search sources were examined between April and May 2026; 49 of 1,286 identified records met the eligibility and quality criteria for qualitative thematic synthesis. Thirty-four studies (69.4%) reported optimization benefits in administration, academic monitoring, resource allocation, or decision support, whereas 31 (63.3%) identified risks of reproducing or intensifying inequality. The principal mediating conditions were socioeconomic status, digital infrastructure, regional disparities, and institutional governance. Evidence was concentrated in eastern and coastal universities, limiting representativeness for central and western China. The review conceptualizes algorithmic governance as a socio-technical regime whose educational value depends on transparent decision rules, human oversight, bias auditing, equitable digital investment, and accessible mechanisms for contesting automated outcomes.]]>
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