Neutrosophic Evidence Synthesis of Learning Management Factors and Academic Performance in University Virtual Classrooms: A Systematized Review

University virtual classrooms have shifted the discussion on digital education from technological availability toward the quality of learning management. This study synthesizes evidence published between 2020 and 2025 on the relationships among learning management systems, student engagement, self-regulated learning, teacher support, digital inclusion, and academic performance, while introducing a neutrosophic procedure to represent the consistency and indeterminacy of heterogeneous evidence. A systematized review guided by PRISMA 2020 principles assessed 37 records identified through directed academic searches and individual metadata verification in Crossref or official journal sources. Five records were excluded because their DOI or complete metadata could not be sufficiently verified, leaving 32 studies in the qualitative synthesis. Twenty-three studies directly related to six management factors were subsequently coded through a single-valued neutrosophic set using truth (T), indeterminacy (I), and falsity (F) degrees. The score function S(a) = (2 + T - I - F)/3 was used to prioritize the factors. Engagement and participation obtained the strongest evidential support (S = 0.91), followed by self-regulated learning (S = 0.87) and teacher support, feedback, and self-efficacy (S = 0.80). Digital inclusion in the Latin American context showed the highest indeterminacy (I = 1.00), reflecting limited regional evidence rather than lack of relevance. The findings show that neutrosophic evidence synthesis can make uncertainty explicit without converting heterogeneous educational studies into artificial effect-size estimates. The results support a management approach centered on pedagogical design, engagement monitoring, self-regulation support, teacher mediation, and context-sensitive digital inclusion.