Chinese characters pose the most formidable challenge for second language （L2） learners of Chinese，prompting a significant focus on strategies to master them. Despite this emphasis，there is a conspicuous absence of a comprehensive systematic review in this research domain. This paper addresses this gap by undertaking a systematic review and synthesis of nearly a hundred empirical studies on Chinese character learning strategies published over the last four decades. It meticulously examines and synthesizes the existing studies from various perspectives，including cognitive theoretical foundations，research methodologies，results，and influencing factors. The article unveils the reasons behind disparities in research findings and advocates for a thorough evaluation of the effectiveness of Chinese character learning strategies，considering the alignment of learning objectives，teaching methodologies，and assessments. It underscores that the efficacy of character learning strategies should be assessed with a focus on specific skills （e.g.，reading and writing），accounting for the distinctive features of Chinese characters，individual learner attributes，and external environmental factors. Future investigations should not only delve into the effectiveness of cognitive and metacognitive strategies but also emphasize the integration of social-affective strategies. This study provides valuable insights for the post-pandemic landscape of teaching and learning Chinese characters.