This study employs a mixed-methods approach to investigate the phenomenon of compassion fatigue among Chinese university teachers, including its manifestations, influencing factors, and potential intervention strategies. Through in-depth interviews with 30 teachers from various types of universities, combined with literature review and analysis of educational statistics, we found that compassion fatigue is prevalent among Chinese university teachers, manifesting primarily as emotional exhaustion and work burnout. The main influencing factors include personal characteristics, work-related stressors, and organizational issues, all set against the backdrop of China’s unique cultural and educational environment. Results indicate that changes in the higher education landscape, such as increasing student-teacher ratios and research pressure, may exacerbate compassion fatigue. This study proposes a preliminary conceptual model of compassion fatigue applicable to Chinese higher education, integrating the Conservation of Resources (COR) theory with Chinese cultural factors. The findings provide new perspectives for understanding compassion fatigue in non-Western contexts and offer practical implications for Chinese university management and higher education policymakers.