Background/purpose: Social Studies education holds a strategic role in fostering social, cultural, and religious values that are contextually aligned with societal challenges. In Semarang City, vulnerable communities face a dual threat of recurrent flooding and socio-economic disparities, which hinder educational processes and sustainable livelihoods. This study aims to examine how the values of religious moderation can be integrated into Social Studies learning to enhance disaster literacy while simultaneously promoting community-based sustainable economic development. Materials/methods: This study adopts a qualitative approach using a phenomenological design based on Creswell's framework. Data were gathered through in-depth interviews, direct observation, and document analysis focusing on flood-affected vulnerable communities in Semarang City. Thematic analysis was employed to interpret the underlying meanings and connections between religious moderation practices and community responses to disasters, as well as the dynamics of local economic development. Results: The findings reveal that the values of religious moderation, namely tolerance, solidarity, and interfaith collaboration, serve as an effective foundation for Social Studies education in fostering social awareness, strengthening community cohesion, and enhancing disaster preparedness. The integration of these values into Social Studies learning further contributes to the development of more inclusive and sustainable community-based economic networks. Conclusion: The integration of religious moderation into Social Studies education functions not merely as a normative discourse but as a transformative strategy in social education. It strengthens students' disaster literacy, fosters social participation, and facilitates resilient economic development within vulnerable communities.