Comprehensive Education and Flexible Learning: Merging Chinese Wisdom With Contemporary Pedagogical Practices

ABSTRACT In modern global education systems, the incorporation of cultural philosophy into adaptive, technology‐based learning continues to grow in relevance. Although there is much emphasis on Western pedagogical approaches, classical Chinese idioms (Chengyu) based on Confucian and ancient wisdom are underutilised despite their value to enhance moral and cognitive growth in education. Current approaches hardly touch on the pedagogical compatibility between Chengyu and contemporary teaching methods, nor do they offer a systematic methodology for using these idioms in online or blended learning contexts. In order to fill these gaps, this paper proposes a culturally sensitive Moral‐Flexible Learning Model (MFLM) that synthesises ancient pedagogy philosophy and flexible learning approaches in the 21 st century. Unlike the conventional approaches of character education, MFLM uses Chengyu in curriculum development, a learner‐centred learning process, and digital reflection. The study concludes that the high‐frequency idioms, such as (Seek Truth from Facts −31,565), (Persevere with Consistency −19,818) and (Step‐by‐step Progress −12,875), which strongly correlate with inquiry learning, self‐regulation and scaffolding values, are high‐frequency idioms based on the semantic analysis of the THUOCL‐chengyu.txt corpus. The suggested model converts any Chengyu‐grounded moral knowledge into practice‐applicate aspects of design to AI‐supported and LMS integrated adaptive learning. It also focuses on methodological innovation by operationalising the reasoning on morality as quantifiable variables within the adaptable systems of learning. The MFLM is therefore an empirically testable framework that combines ethical savvy with technological flexibility, and presents a methodical model for creating culturally responsive and data‐driven curricula.