Teachers’ academic role is well established, their role as behavioural role models in higher education remains insufficiently explored. The analysis identifies three fundamental categories of teacher role modelling: Ethical Qualities, Pedagogical Expertise, and Relational Mentoring, which form the basis of a new conceptual model that frames role modelling as a multidimensional professional practice. The methodological quality of the included studies was evaluated with the Mixed Methods Appraisal Tool version 2018. The synthesis demonstrates the significant impact of teacher behaviours on student development while revealing critical research limitations, including geographical narrowness, overreliance on student-reported data, and discipline-specific constraints. These findings, drawn mainly from Asian and European contexts, underscore the urgent need for cross-cultural research in underrepresented regions (Latin America and Central Africa) to validate their global relevance. The review offers practical guidance for educational stakeholders and lays a foundation for more comprehensive investigations of the influence of teacher behavioural role models in higher education. Digital influence and evolving societal norms increasingly shape student behaviour, the role of teachers as ethical role models has gained renewed importance. This study examines how teachers contribute to student character formation through their moral responsibilities, ethical conduct, and the integration of character education into everyday classroom practices. Employing a qualitative research approach, the study utilizes a narrative review of existing literature to explore five key areas: (1) the moral responsibilities of teachers in shaping student character; (2) the challenges and barriers teachers encounter in upholding ethical standards; (3) the specific ethical behaviours that positively influence students; (4) the role of schools and policymakers in enhancing teacher ethics training; and (5) the strategies teachers use to embed character education in their pedagogy, along with the effectiveness of these methods. The findings highlight the urgent need for comprehensive ethics training, supportive institutional policies, and a strengthened emphasis on moral education in teacher preparation programs. Ultimately, this study underscores the significance of ethically grounded teaching practices in cultivating values such as integrity, respect, fairness, and responsibility among students.