The concept of the Third Mission (TM) has expanded the role of higher education institutions (HEIs) beyond teaching and research to include societal engagement, knowledge transfer, and regional development. While this concept has been extensively theorized and empirically examined in Western contexts, the Chinese context may interpret TM differently. This study presents a systematic literature review of peer-reviewed English- and Chinese-language research published between 2000 and 2025 to examine how the TM is conceptualized, institutionalized, and practiced in Chinese HE. Guided by PRISMA procedure, 32 studies were selected from an initial pool of 228 publications. The review is organized around three analytical dimensions: community engagement, institutional embedding, and the evolution of the TM within distinct context. The findings reveal that, unlike predominantly market-oriented Western models, China’s TM is deeply embedded in state-led development strategies, ideological governance, and collective social objectives. The paper presents a context-sensitive analytical framework that advances theoretical understanding of the TM beyond Western paradigms and write a move compelling implication.
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