This study explores how film education transcends entertainment to cultivate moral values among high school students in Shaanxi Province, China. Drawing on Bandura’s Social Learning Theory, the research examines how films serve as moral texts that invite empathy, integrity and self-discipline through observation, emotional engagement and guided classroom reflection. Using a qualitative approach that integrates interviews with teachers and students, classroom observation and content analysis of Farewell My Concubine, the study illustrates how cinematic narratives can prompt ethical awareness and encourage self-reflection in classroom contexts. Teachers emerge as vital mediators who bridge the gap between artistic experience and moral reasoning by facilitating dialogue and connecting film with students’ everyday lives. However, exam pressure, limited instructional time, and a lack of institutional support constrain the transformative potential of film-based moral learning. While the findings suggest that film education may support moral awareness among participating students, these insights are exploratory and context-specific, reflecting experiences from a small sample in Shaanxi Province rather than generalizable patterns across China.
Chen et al. (Thu,) studied this question.
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