In recent years, value-oriented and civic education has gained increasing attention in higher education, highlighting the integration of ethical and social responsibility dimensions into subject teaching. This study investigates the incorporation of such elements into a Zhuangzi reading course through innovative pedagogical approaches. Drawing on perspectives from behavioral science, the research examines how these instructional strategies influence students’ cognitive engagement, classroom participation, and moral reasoning. The findings indicate that this integration fosters students’ critical thinking and ethical reflection, illustrating that behavioral science frameworks can effectively evaluate and support the convergence of traditional humanities content with contemporary educational aims.