The present study was conducted to design and validate a curriculum model based on civil legal literacy education. This applied research is a combination of sequential exploratory (qualitative-quantitative), field data collection (semi-structured interviews and questionnaires), and library studies (books, articles, and reputable websites) were used to compile the literature section of the research. The statistical population consisted of different academic teachers. Cluster random sampling was performed. Content validity and construct validity methods were used to assess validity, and Cronbach's alpha coefficient was used to measure the reliability of the questionnaires, which was 0.87. In the inferential statistics section, the Kolmogorov-Smirnov test and SPSS version 26 software were used to analyze the research data. In designing the model and determining the effectiveness of the variables, path analysis tests, structural equations, model fit, and covariance matrix tests were used in Lisrel version 8.80 statistical software. Considering the extraction of 61 subcategories and 5 main categories, an acceptable acceptance was created in the model in which the error caused by the structure was minimized. According to the findings, the education of civil law literacy is completely consistent with the goals of the curricula in different courses. The experts' evaluation of the curriculum model designed in education indicates the acceptability of this model. In addition, the topics extracted for the education of civil law literacy in this study are consistent with the global emphases for civil law education.