<p>Entrepreneurship education (EE) has become an essential element of higher education policy, designed to foster entrepreneurial mindsets, intentions, and actions, which collectively constitute entrepreneurship education outcomes (EEOs). Notwithstanding the widespread expansion of entrepreneurship education policies, findings across prior studies reveal uneven outcome patterns across institutions and regions. The synthesis of 43 articles indicates that while policy-driven programmes frequently improve entrepreneurial mindset and intention, entrepreneurial outcomes vary substantially across educational and regulatory contexts, providing a rationale for modelling the institutional environment (IE) as a moderating mechanism in the policy framework–outcomes relationship. This systematic literature review drew on research indexed in Scopus and Google Scholar, following the PRISMA framework. Findings reveal that education policy frameworks (EPFs) enhance outcomes by shaping curriculum design, pedagogical approaches, and resource allocation. A supportive institutional environment, characterised by governance structures, resources, experiential learning, and ecosystem linkages, significantly strengthens the translation of policy initiatives into entrepreneurial outcomes. The evidence further indicates a bidirectional relationship in which institutions not only implement but also shape and refine entrepreneurship education policies through feedback mechanisms. Theoretically, this review contributes to entrepreneurship education research by modelling the EPF–IE–EEO nexus, conceptualising entrepreneurship education outcomes as a progressive construct, and offering insights for designing context-responsive entrepreneurship education policies.</p>