This systematic literature review studies student entrepreneurial competence and its impact on sustainable development in the context of higher education in China. The objectives of this study are to identify the key factors affecting student entrepreneurial competence, recent research trends, and the role of student entrepreneurial competence in sustainable development. Using the PRISMA model, relevant literature from 2016 to 2025 was screened from databases such as Scopus, Web of Science, and ScienceDirect, and a total of 11 empirical studies from peer-reviewed journals were analyzed. The results show that entrepreneurial competitions, entrepreneurship education, experiential learning, interdisciplinarity, entrepreneurship policies, teachers, entrepreneurial curricula, the entrepreneurial environment, and morals all influence student entrepreneurial competence. In addition, this study reveals the role of student entrepreneurial competence in promoting Sustainable Development Goals (SDGs), specifically in promoting innovation, creating employment opportunities, and enhancing college students’ sense of social responsibility. This study systematically identifies the core factors that affect student entrepreneurial competence in Chinese universities and provides practical suggestions for optimizing entrepreneurial education policies, improving student entrepreneurial competence, and promoting sustainable entrepreneurship. This study provides a theoretical basis for policymakers and university administrators and proposes strategies for optimizing entrepreneurial education that can be used as a reference, providing the Chinese experience for other emerging Asian economies to learn from, thereby expanding the global academic discussion on sustainable entrepreneurial education.

Teacher organisational commitment (TOC) is a key factor influencing teachers' professional stability and teaching quality, and it is important for achieving sustainable development in higher education. However, systematic analyses in this area are insufficient. Therefore, this study adopted the PRISMA framework to conduct a systematic literature review, focusing on empirical studies on the COVID-19 pandemic and its post-epidemic period. Relevant literature was screened from Scopus, Web of Science, Wiley, and ScienceDirect, resulting in 11 peer-reviewed studies from the context of higher education in China, this study aims to explore the mainstream research theories and methodologies on TOC from a Chinese perspective and discuss the different roles TOC has played in various research. Exploring the current state in China, this study enhances the theoretical and practical understanding of TOC and delivers actionable insights for school administrations and policymakers to promote sustainable development in higher education. The study also offers recommendations for future research to investigate TOC in various cultural contexts further, thereby supporting international perspectives.