This study examined the relationship between professional learning communities and work engagement among 227 Chinese university teachers, with a focus on emotional intelligence's mediating role. Using structural equation modeling(SEM), the results revealed: 1) Significant positive correlations among professional learning communities, emotional intelligence, and work engagement; 2) Emotional intelligence partially mediated this relationship, as learning communities both directly enhanced work engagement and indirectly improved it by boosting emotional intelligence. The findings suggest universities should implement emotional competence training to strengthen teachers' self-awareness and regulation skills, while simultaneously fostering collaborative professional communities through shared vision-building, peer collaboration, and institutional support. Additionally, adopting flexible promotion systems informed by international best practices could further enhance teaching engagement, professional dedication, and overall work vitality. These evidence-based recommendations provide a comprehensive approach to supporting teacher development through both emotional and organizational interventions.