<p>Buddhist philosophy has increasingly moved from doctrinal–soteriological foundations into institutional settings. This study examines how core ethical–epistemic principles are translated into interdisciplinary applications across education, psychology, and social practice, and clarifies the mechanisms that structure this transformation. Using a systematic literature review of thirty-one peer-reviewed studies published between 2000 and 2025, the analysis integrates philosophical reconstructions, randomized and mixed-methods interventions, and socio-cultural discourse studies. Studies were screened using predefined criteria and synthesized through thematic mapping to connect doctrinal anchors with institutional designs and measurable outcomes. Findings reveal a dual pattern of continuity and conceptual shift. Ethical cultivation, attention training, and wisdom-oriented inquiry remain explicit anchors in curricular design, contemplative pedagogy, and psychological interventions. At the same time, doctrinal principles are operationalized into outcomes such as critical thinking, executive function, prosocial behavior, well-being, and social cohesion. Applications in public policy and digital religiosity further demonstrate how Buddhist concepts function as governance frameworks and symbolic resources. However, construct instability, uneven cross-cultural validation, and inconsistent reporting of fidelity–adaptation decisions limit cumulative inference. Overall, interdisciplinary translation is best understood as structured reinterpretation rather than simple diffusion. Clarifying doctrinal anchors, design features, and contextual constraints strengthens ethical integrity and supports cumulative cross-disciplinary knowledge-building.</p> Graphical Abstract <p></p>