Equity-Oriented Governance of Student Support in Open and Distance Higher Education: A Systematic Review of Comparative Lessons from the United States and South Africa

Student support in open and distance e-learning (ODeL) higher education remains unevenly governed, particularly for historically disadvantaged, low-income, rural, and disabled students. This systematic review compares how governance structures shape equitable student support in the United States and South Africa, two systems marked by histories of racial segregation and apartheid and by persistent racial, socioeconomic, technological, and disability-related inequalities. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review searched five databases and relevant policy repositories, screening 773 records and appraising 123 full-text reports. Twenty-one sources met the inclusion criteria, comprising 13 empirical studies and eight governance and policy documents published mainly between 2013 and 2025. Because the corpus was deliberately bounded to governance evidence from two national systems, the review is a focused comparative synthesis rather than an exhaustive account of distance education provision in either country. A thematic synthesis examined legislation, funding, disability provisions, quality assurance, and institutional accountability. Findings show that both countries articulate strong equity commitments but experience persistent implementation, monitoring, and accountability gaps, with the digital divide undermining support for rural and low-income learners. Contextual differences in funding models and regulatory design generate transferable lessons. The review proposes an equity-oriented governance framework that links foundational equity values, four governance pillars, and continuous monitoring to strengthen inclusive, accountable, and sustainable student support.