Recurring accounting scandals have significantly undermined public trust in financial reporting and raised persistent concerns about the adequacy of traditional accounting education. High-profile corporate failures—characterized by earnings manipulation, audit breakdowns, governance failures, and ethical lapses—have highlighted the limitations of curricula that prioritize technical rules over professional judgment, ethical reasoning, and critical skepticism. This paper examines the relationship between major accounting scandals and the need for curriculum redesign in accounting education. Drawing on global scandal case evidence, professional education standards, and learning theory, the study proposes a competency-based curriculum redesign framework that integrates ethics, governance, forensic thinking, and technology-enabled transparency into core accounting programs. A mixed-method evaluation model is outlined to assess the effectiveness of redesigned curricula in developing ethical sensitivity, analytical capability, and professional responsibility. The paper concludes with actionable recommendations for educators, accreditation bodies, and policymakers, arguing that meaningful curriculum reform is essential to prepare future accountants capable of preventing, detecting, and responding to financial misconduct.