The swift development of converging technologies is revolutionizing teaching, medicine, and interdisciplinarity, presenting remarkable prospects for social good with significant attendant ethical concerns. This research examines how including ethics in learning technology in interdisciplinarity enhances the potential to bring about positive social outcomes. With a mixed-method design, quantitative data were gathered from 200 educators, technologists, policymakers, and researchers, while qualitative findings were gathered via interviews and focus groups with 25 professionals from a range of fields. Statistical analysis indicated positive correlations between ethical integration, interdisciplinary collaboration, and social impact effectiveness with strong correlations, and regression tests showed both to be significant predictors of desirable outcomes. The results validate the hypothesis that integrating ethics into educational technology significantly enhances its ability to provide socially responsible and sustainable benefits. The research highlights the need for integrating ethics into technology design, deployment, and regulation in order to achieve equitable, inclusive, and culturally responsive innovations. These findings present evidence-based policy recommendations for policymakers, educators, and developers to integrate technological innovation with higher humanistic and societal objectives.