The accelerating transformation of global economies toward digitalization and sustainability has fundamentally altered the relationship between education systems and labor markets. Traditional human capital approaches, which assume a linear progression from education to employment, increasingly fail to explain labor market mismatches, skills obsolescence, and the persistence of employability gaps. This study addresses this theoretical and practical limitation by proposing a novel integrative framework that reconceptualizes human capital formation as a dynamic, non-linear, and feedback-driven process. Drawing on interdisciplinary insights from human capital theory, labor economics, education policy, and green–digital transition studies, the article develops the Dynamic Education–Labor Integration Theory (DELIT) as a conceptual and methodological contribution. The proposed theory is operationalized through an original methodological design that combines conceptual modeling, structured analytical synthesis, and theory-building logic. Rather than testing existing models, the methodology generates a new analytical structure capable of explaining how education systems, labor market institutions, skills ecosystems, and technological change interact over time.