Moral development during adolescence is a multidimensional process involving complex interactions among emotional mechanisms, cognitive–reasoning abilities, and social contexts. This paper aims to synthesize theoretical and empirical evidence to provide an integrated framework for understanding how moral emotions (such as empathy, guilt, and shame), moral reasoning (rule-based judgments and principled reasoning), and contextual components (family, peers, culture, and educational institutions) interact. It begins by reviewing classical and contemporary theoretical foundations—including Kohlberg’s stage theory, Haidt’s social intuitionist model, Greene’s dual-process theory, and Bandura’s social–cognitive perspective. The paper then examines empirical research on adolescence showing how affective factors may enhance or inhibit moral reasoning, and how social and normative environments influence moral preferences and actual behavior. Findings indicate that moral emotions are not merely consequences of moral reasoning but strong motivators of moral choice that, when interacting with cognitive capacities and social pressures, produce diverse trajectories of moral adaptation or deviation. The article introduces integrative dynamic models such as “neuro-moral insights,” “dual-process cognitive–affective models,” and “social-relational approaches,” and discusses their practical implications for moral education, prevention of antisocial behavior, and educational policymaking. Finally, future research directions are suggested, including longitudinal, multimethod, and cross-cultural studies examining gender and cultural variations. In conclusion, the author emphasizes the importance of developing educational programs based on strengthening empathy, emotional regulation, and critical thinking to guide adolescents’ moral development toward prosocial action and responsible citizenship.