The rapid spread of fintech innovation, digital transformation, and platform-based economies is transforming global socioeconomic systems, necessitating a rethinking of educational curricula to prepare students for participation in a technologically advanced society. However, in many developing countries, curricular frameworks remain fragmented, with little integration of ethical underpinnings, civic knowledge, and global communication skills. This study suggests an interdisciplinary curriculum reform approach that combines Islamic Studies, Social Studies, and English Language Education to meet the rising demands of the digital economy. The study suggests that digital economic participation should prioritize sustainability and social cohesion, based on the ethical principles of Islamic moral economy, including justice (ʿadl), trust (amānah), and social responsibility in finance. Social Studies provides critical viewpoints on globalization, citizenship, digital governance, and sustainable development, whilst English Language Education teaches pupils the communicative and digital literacy skills required for global fintech involvement and cross-border collaboration. The paper uses a qualitative conceptual framework supported by curriculum analysis and interdisciplinary theory to outline solutions for incorporating financial literacy, ethical fintech awareness, sustainability education, and professional communication skills into secondary and postsecondary curricula. The suggested approach encourages value-driven digital competency, ethical innovation, and equitable engagement in global financial systems. By navigating the nexus of fintech innovation, sustainability, and society, this study advances a holistic educational paradigm that aligns moral economy principles with digital transformation goals, contributing to resilient and ethically grounded human capital development in a globalized world.