Higher education systems face a persistent need to align academic disciplines with the rapidly changing demands of society and the labor market. Digital humanities, situated at the intersection of the humanities and computing, has emerged internationally as a promising interdisciplinary framework for addressing this challenge, fostering collaboration, critical inquiry, and innovation across traditionally siloed fields. Leading universities across Europe and North America have already institutionalized digital humanities through dedicated master's programs, research centers, and library-embedded initiatives, reflecting both academic and socio-economic imperatives. In Iran, however, no formal digital humanities curriculum currently exists within the higher education system, resulting in a significant knowledge gap and contributing to the broader isolation of the humanities from labor-market needs. This conceptual study examines the theoretical foundations, historical development, and core components of digital humanities—including humanities computing, digital design, library and information services, and gamification—drawing on established international literature to synthesize a coherent understanding of the field. Based on this synthesis, the study proposes a curriculum framework for Iranian higher education structured around four interconnected educational goals: cultivating critical thinking, developing digital literacy, strengthening interdisciplinary insight, and fostering research skills, supported by content spanning humanities theory, emerging technologies, digital research methods, and cyber ethics. The proposed model aims to equip learners for critical, creative, and responsible engagement with digital environments while addressing Iran's specific institutional and economic context. This paper presents a conceptual foundation for curriculum designers and policymakers seeking to integrate digital humanities into Iranian academia, marking a starting point for future empirical validation and program development.