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This study investigates the effectiveness of fusion-based appreciative curriculum moral education through non-experimental research methods involving college students from Hong Kong, Macau, Taiwan, and mainland China who took the Ethics and Life course. The findings indicate that: (1) moral education based on integrated appreciation significantly enhances students’ moral cognition and demonstrates a positive but nonsignificant impact on moral behaviour. (2) Both classroom reflection and course papers reveal that integrative appreciation-based moral education promotes moral cognition and fosters value cultivation. (3) Gender can influence the effectiveness of curriculum moral education, warranting attention to the active utilization of this subgroup characteristic in practice. (4) College students’ moral cognition and behaviour are not significantly correlated with their academic performance.