Developing an Active Learning–Based Conceptual Framework for Moral Character Education in Chinese Higher Education

Moral education is a core mission of Chinese higher education, but its pedagogical effectiveness is often limited by abstract, teacher-centered, and transmissive forms of instruction. In response to these limitations, this article examines the potential of active learning as a pedagogical orientation for supporting university students’ moral development. Although active learning and moral education have each been widely discussed, research integrating the two within the context of Chinese higher education remains limited, and a clear framework for module development is still lacking. Drawing on a conceptual review of literature, the article examines scholarship on active learning and moral education in Chinese higher education and identifies five major areas of theoretical alignment between them: agency, inquiry, social interaction, reflection, and practice. On this basis, it proposes a conceptual framework for the development of active learning moral education modules. The framework brings together contextual conditions, design inputs, core learning processes, mediating mechanisms, and developmental outcomes to explain how module-based active learning may support moral development. The article argues that active learning is not simply a collection of classroom techniques, but a pedagogical logic that aligns closely with the developmental aims of moral education. By integrating two previously disconnected strands of literature, the review contributes a structured foundation for module design and future empirical research in Chinese higher education.

active learning; moral education; Chinese higher education; module development; conceptual framework; moral development

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