Sustainable development is promoted when the system of education provides the learners
with an opportunity to equip themselves with moral values, skills, and competences that assist them
in effecting personal and community positive changes. For this purpose, teachers play an important
role as moral agents, and students consider the teacher a role model. Therefore, the understanding
and beliefs of teachers regarding moral education play a pivotal role in grooming the personality
of the learners. This comparative study aimed to assess the practices and beliefs of university
teachers regarding moral education in China and Pakistan. A mixed-method approach was used
and data analysis was performed by using an interactive model and ANOVA. Responses of twelve
tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes
were constructed that categorized teachers’ practice in the classroom and their beliefs regarding
moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated
questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset.
According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution
of the state, and a sense of serving society were the ultimate aims of moral education. Chinese
teachers were promoting a political ideology that stressed collectivism in a socialist approach, with
family and social values being most relevant. Not a single teacher reported using a theoretical or
research-based approach while teaching in the class. In the light of the dearth of literature, this study
has implications for future research in the field of English as a Foreign Language (EFL) and Islamic
Studies in higher education, as it is a longitudinal study that provided insight into how teachers’
beliefs and attitudes are shaped over time and from moral educational experiences
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