The aim of this study was to design and evaluate an innovative curriculum based on diversity, equity, and inclusion principles to promote a more inclusive and equitable higher education system in Iran. This qualitative study employed the systematic grounded theory approach of Strauss and Corbin. Participants included curriculum experts, faculty members, educational managers, and higher education specialists selected through purposive and theoretical sampling until theoretical saturation was achieved. Data were collected via in-depth structured interviews, document analysis, and literature review. Data analysis was conducted through open, axial, and selective coding using NVivo software. To evaluate the extracted model, a researcher-developed questionnaire with confirmed validity and reliability was administered to experts . The findings indicated that the innovative curriculum comprises twelve key components, with project-based learning showing a significantly higher priority compared to other components, whereas innovative technologies and flipped classrooms ranked significantly lower. Significant relationships were identified among causal, contextual, and intervening factors influencing curriculum strategies, leading to outcomes such as increased participation, enhanced social skills, and improved creativity. Results also demonstrated that alignment with student needs and labor market demands significantly contributes to achieving diversity, equity, and inclusion . An innovative curriculum grounded in diversity, equity, and inclusion can enhance educational justice and quality in higher education through active learning approaches, stakeholder engagement, and effective use of educational technologies.