This study proposes a technological dimension of organizational justice and empirically investigates how this dimension takes form in a measure of justice. The study conducted the work within the higher education sector in Oman and collected the data from nine universities and higher institutes of learning. Participants represent a range of academic ranks (including lecturers, assistant professors, associate professors, and full professors), and they have different teaching experiences; they come from a wide range of cultures; and their ages widely differ. The study used exploratory factor analysis (EFA) of data from 416 survey respondents to test the dimensionality of organizational justice. It also used Cronbach’s alpha to check the reliability of the intended measure. The findings show an interpretable and distinct factor of what one might call “technological justice.” The study outcomes provide a better understanding of how employees perceive the fairness of using technological tools and its sustainability. This study can help organizations investigate the extent to which employees perceive their workplace to be technologically just. It can also help organizations reconsider their procedures and policies securing better justice in this domain. The current scholastic endeavor focuses on an area of research which has not received much attention when compared with that of research on other dimensions of organizational justice. This new domain would add some insights into the literature of organizational justice and enhance the knowledge of the dimensionality of justice.