<![CDATA[Recurrent flooding in Aceh (2015–2025) disrupts education through school closures and facility damage. While Geographic Information Systems (GIS) are widely used to map flood risk, it remains unclear whether spatial visibility translates into functional educational continuity. This PRISMA 2020 systematic review evaluates GIS applications in mapping post-flood educational accessibility and quantifies the empirical gap between risk mapping and operational recovery. Searches were conducted across Scopus, Google Scholar, and Indonesian databases. From 300 records, 18 studies were included and appraised using the Mixed Methods Appraisal Tool (MMAT; mean quality score 82%). Findings show heavy reliance on ArcGIS (89%) and static methods such as weighted overlay. Accessibility metrics (e.g., travel time or network analysis) appeared in only 11% of studies. Critically, zero studies measured post-event school reopening time or quantified learning loss, and only one reported attendance impacts qualitatively. While GIS effectively identifies high-risk zones, persistent barriers to continuity are primarily institutional—low preparedness, coordination gaps, and absent equity-sensitive metrics for disability and rural-urban disparities. GIS makes risk visible but is currently insufficient to guarantee educational resilience. This review substantiates a “mapping-to-continuity gap” in which spatial data remains isolated from operational outcomes. Future research should integrate dynamic continuity indicators (reopening time, attendance recovery, learning loss) into equity-audited, real-time GIS frameworks to convert mapping capability into measurable improvements in disaster-resilient education.]]>
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