Recently, educational inequalities, cultural differences, and the need to train critical thinking in schools have highlighted the need for justice-oriented curriculum. The aim of the paper is to investigate the role of justice-oriented curriculum in teachers' critical thinking mediated by cultural competence. This study is applied in nature and quantitative in method of implementation and based on correlational strategy. The statistical population of the study included all teachers in Marivan city, 900 people, of whom 291 were selected as a sample using stratified random sampling. The data collection tool was three standard questionnaires: Justice-oriented Curriculum (Karakoç & Sakız, 2021), Critical Thinking (Rajai, 2014), and Cultural Competence (Deardorff 2006). By using the structural equation modeling to analyze the data, the findings were reported in three phase: First, the fit of the measurement model showed that the reliability of the components and their validity were at a desirable level. Second, the fit of the structural model indicated the appropriateness of the conceptual model of the research. Third, the test of the research hypotheses showed that all relationships were significant. The results of this study are of particular importance for the curriculum planners in paying attention to cultural differences and promoting critical thinking.