PurposeThe purpose of this study is to conduct a systematic review of the literature addressing international aid to education, primarily focusing on China's aid principles and its practice of scholarship programs and short-term training held in higher education institutions (HEIs).Design/methodology/approachUsing the systematic review approach, the authors identified 25 English-language articles in the academic databases. The review is driven by the analytical lenses of (a) the policy formulation and implementation of China's educational aid across macro-, meso- and micro-levels and (b) theories and methodologies that are commonly adopted in the existing studies.FindingsThe review identified three themes: (a) China's aid discourse in the international aid landscape, (b) critical reflections on educational aid program management and (c) international students' study experiences and perceptions of China. The authors also outline prevalent theories and methodological approaches used in the existing literature.Research limitations/implicationsThis literature review provides a review of research on China's international aid to education in the past 20 years, as a frequently cited example of emerging donors that have taken alternative aid approaches, thus bringing about a broader and nuanced perspective of aid to education. It also generates implications for researchers who are interested in studying education and development in the global context.Originality/valueThis study provides is first systematic literature review of studies on international aid to education provided by emerging donors, taking China as an example, to summarize its aid principles and aid practice in China's HEIs.