ABSTRACT

Purpose: This paper examines the connection between moral character and prosocial behaviour among students in Chinese higher vocational colleges, with particular attention to the mediating or influencing role of emotional intelligence. In light of China’s growing focus on developing students who embody moral values and social responsibility, the research offers important perspectives on teaching approaches and learning contexts that support the cultivation of these qualities. Method: Using the PRISMA framework, an initial pool of 50 publications from 2013 to 2025 was systematically reviewed across ERIC, Google Scholar, JSTOR, Web of Science, and Scopus. Following the application of rigorous inclusion and exclusion criteria, eight studies were retained for thematic analysis. These were subjected to qualitative synthesis through Clarke and Braun’s approach, allowing for an in-depth exploration of moral character definitions, the function of emotional intelligence, cultural influences, and educational applications. Findings: The analysis revealed three central themes. First, moral character was consistently situated within traditional Chinese values, highlighting communal duty and personal integrity. Second, emotional intelligence was found to play a critical mediating role in shaping prosocial behaviour, particularly in fostering empathy, emotional regulation, and constructive interpersonal relationships. Third, pedagogical approaches such as experiential learning and cross-disciplinary integration emerged as effective means of strengthening students’ moral and emotional growth. Implications: The findings emphasise the importance of embedding emotional intelligence training within vocational education programmes as a means to promote moral development and prosocial skills. These conclusions carry considerable significance for educators, curriculum planners, and policymakers seeking to create educational settings that nurture ethically responsible and socially engaged vocational college students.