This article examines the potential, obstacles, and prospects for using Spatial Decision Support Systems (SDSS) as advanced educational technologies in higher education policy design. By emphasizing the spatial dimension, the study highlights how SDSS enable evidence-based decision-making on the distribution, evaluation, and sustainability of university institutions. A structured literature review is presented, thematically addressing the theoretical foundations and evolution of SDSS, their advantages and limitations, barriers to adoption by public authorities, and international examples of use in education policy. Synthesizing existing evidence, the review identifies critical gaps, particularly the limited integration of SDSS into higher education governance frameworks and underscores the distinct decision-making needs of this field. The contribution of this work lies in positioning SDSS not merely as geospatial tools, but as educational technologies capable of supporting spatial equity, strategic planning, and alignment with labor market demands. The findings reveal that, despite their potential, adoption remains restricted due to technical, institutional, and organizational barriers, calling for systematic and interdisciplinary action. Ultimately, the study argues for the development of SDSS tailored to educational governance, promoting transparency, participation, and socially meaningful outcomes. In this context, SDSS extend the role of data: beyond telling us “where”, they help us ask “for whom” and “to what end”, offering higher education interactive, open, and strategic maps to guide decision-making in the 21st century.
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