Introduction: Educational justice is one of the most important goals in educational systems around the world. Educational justice can transform education in all areas, providing the ground for the emergence of talents and abilities at the macro level. Therefore, this study was conducted to explain the educational justice between professors in medical universities using grounded theory study.

Methods: The present study is a grounded theory study that was conducted with the participation of 12 professors of medical universities using purposive sampling in 2020-2021. Sampling was continued until data saturation was reached. Data were collected using in-depth and face-to-face interviews. All interviews were recorded, handwritten and then analyzed line by line, and Microsoft Word 2013 software was used to record the interviews and the extracted codes. Strauss and Corbin 1998 were used to analyze the data.

Results: Participants in the study included six men and six women. Educational justice among students in medical universities included the three main categories of equal educational opportunities, discrimination and the consequences of educational justice. Each class consists of several subcategories. Equal educational opportunities was identified as the central concept of research.

Conclusion: Familiarity with how medical universities deal with the issue of educational justice can be effective in distributing educational justice among professors in different universities and thus provide a basis for motivation and empowerment and innovation of professors at the micro and macro levels.