A Systematic Literature Review Of Education Management Systems In China And Indonesia: Governance Models, Digital Transformation, And Emerging Trends

Chen Dongdong; Heri Hadi Saputra

doi:10.63922/ijevss.v5i04.6356

Chen Dongdong Magister of Educational Administration, Postgraduate Program, University of Mataram
Heri Hadi Saputra Magister of Educational Administration, Postgraduate Program, University of Mataram

DOI: https://doi.org/10.63922/ijevss.v5i04.6356

Keywords: Education management system, comparative education China and Indonesia, systematic literature review, digital education management.

Abstract

Education management systems are essential in determining the quality, equity, and efficiency of national educational outcomes. This study seeks to analyze and contrast the strengths, flaws, and developing trends of educational management systems in China and Indonesia by a systematic literature review (SLR). This study, adhering to the PRISMA 2020 model, consolidates findings from 11 peer-reviewed, Scopus-indexed primary papers published between 2021 and 2025. The results indicate divergent governance orientations: China's education administration system is marked by significant centralization, policy consistency, and resource allocation motivated by efficiency, whereas Indonesia's system prioritizes decentralization, institutional independence, and participatory governance. Recent research trends in both contexts underscore the increasing significance of digital transformation, encompassing Learning Management Systems (LMS), artificial intelligence tools, data-driven decision-making, and program-based institutional management. Nonetheless, enduring problems persist, including restricted institutional flexibility in China and inconsistent implementation ability along with quality discrepancies in Indonesia. The study suggests that neither centralized nor decentralized methods independently meet the intricate requirements of modern school management. A hybrid governance paradigm that combines centralized coordination with regional authority may provide a more sustainable and equitable solution. These findings enhance the comparative education management literature and offer evidence-based insights for policymakers and educational leaders implementing system-level reforms.

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