Higher education institutions worldwide are increasingly integrating digital technologies to enhance sustainability education, yet African universities continue to face systemic limitations that restrict meaningful transformation. Despite global commitments to the Sustainable Development Goals (SDGs) and the African Union Agenda 2063, significant gaps remain in technological capacity, faculty readiness, governance structures, and the development of future-ready competencies. This study examines how digital transformation is reshaping sustainability education in African higher education institutions and identifies the critical pillars needed to support effective and equitable implementation. A systematic literature review (SLR) was conducted using PRISMA guidelines, drawing on peer-reviewed studies published between 2017 and 2025 across major academic databases. Twenty-nine articles met the inclusion criteria and were analyzed using thematic synthesis aligned to five conceptual pillars: digital integration, competency development, faculty and institutional capacity, change management, and strategic governance. Findings show that African universities demonstrate increasing interest in digital sustainability initiatives; however, progress remains uneven due to infrastructural constraints, fragmented policy environments, and inconsistencies in faculty professional development. In contrast, institutions in Europe, Asia, and North America demonstrate more advanced, technology-enabled sustainability models. The study contributes a five-pillar conceptual framework that clarifies how digital transformation can support sustainability learning in resource-constrained contexts and offers policy, institutional, and pedagogical recommendations to guide future implementation and research.