Sustainability consciousness (SC), sustainability thinking (ST), and global competence (GC) frequently co-appear in higher education curricula, yet are routinely treated as interchangeable—an assumption that obscures consequential differences in educational purpose and curriculum design. This systematic review examines how these three constructs are conceptualised, interrelated, and enacted in higher education, with focused analysis of the Chinese context. Following PRISMA 2020 guidelines, 181 studies from Web of Science, Scopus, and CNKI (2010–2024) were appraised using an adapted Mixed Methods Appraisal Tool (? = 0.82). A conceptual differentiation matrix distinguishes SC (normative-attitudinal), ST (cognitive-reflective), and GC (relational/action-oriented) according to their primary framing and key competency dimensions. Among 27 Chinese-context curriculum-focused studies, three enactment modes—the Additive Module, Integrated Model, and Experiential Hybrid—are identified and theorised through Bernstein's curriculum framework. Findings indicate that the educational relationships among SC, ST, and GC become most consequential when curricula move beyond additive co-location towards coherent experiential integration. Four institutional enabling conditions—policy commitment, resource allocation, assessment alignment, and leadership—are identified. The review's primary contribution is the operationalised distinction between conceptual proximity and genuine curricular integration.
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