Against the background of the educational policy of ‘the five-pronged education’, integrating moral education into legal education holds significant practical relevance and theoretical feasibility. Moral education is not only the logical foundation of legal education—capable of addressing the limitations of purely technical training and providing an ethical safeguard for the legal profession—but is also an intrinsic requirement for mitigating the risk of moral deficiency among legal practitioners. The way that moral education gets integrated into legal studies—well, that mechanism actually comes from the traditional idea of running a country through virtue. There’s this thing called “moral momentum,” which spreads pretty naturally, and then you’ve also got people’s instinct to imitate what they see; put those two together, and teachers’ own moral conduct can rub off on students without any forced effort, so moral values end up getting internalized over time. When it comes to actually doing this in practice, one is that the legal curriculum should be systematically adjusted—meaning we add in specialized courses like “Legal Professional Ethics.” Another is that we can use typical case studies and hands-on teaching methods to help guide students as they internalize those ethical norms. A third point would be that law teachers themselves need to have their professional ethics strengthened, because they have to be seen as having a kind of exemplary moral influence. At the same time, good teacher-student interaction really helps here, since two-way communication can deepen everyone’s grasp of moral concepts. And then there’s one more thing: it’s a good idea to refine how we recruit and train teachers by bringing moral standards right into the process. That way you get what you might call a “unity of virtue and position,” which would go a long way toward making sure the whole integration of moral education into legal education actually works.