This paper presents a systematic literature review, exploring how governance and evaluation frameworks for more accessible digital learning in higher education have been conceived, put into action, and evaluated. The study is put forward in response to concerns about the accessibility of digital learning and perceived limitations regarding the integration of accessibility into institutional governance and strategies for digital transformation. A systematic review method was designed to answer this question, using peer-reviewed studies identified through systematic database searching from the past ten years of research to explore the status of accessible digital learning across system-level governance. The literature was analysed using a thematic synthesis to identify patterns across accessibility governance and evaluation. Findings indicate that accessibility within higher education is prone towards a focus on compliance and technical issues rather than strategic integration, leading to fragmented governance responsibilities across higher-education institutes. Weak accountability and poor ownership held back progress while conversely leadership commitment enhanced implementation. Frameworks for evaluation were dominated by WCAG-based technical auditing at the expense of students and inclusion, whilst gaps in staff training and expertise exacerbated institutional resistance towards change.