Cornelius-Hernandez, TracelynClarke, Amelia2024-09-272024-09-272024-08-15https://doi.org/10.1108/EDI-04-2023-0134https://hdl.handle.net/10012/21117Purpose – The purpose of this paper is to systematically review and analyze the academic literature on integrating equity, diversity, and inclusion (EDI) into knowledge mobilization (KMb). Design/methodology/approach – This systematic literature review of the body of scholarly literature published on integrating EDI with KMb follows established methods and protocols proposed by Popay et al. (2006) and Page et al. (2021). Using a relevant keyword string, a search was conducted in ProQuest and SCOPUS to find peer-reviewed articles, which were then screened using predetermined inclusion and exclusion criteria. Finally, inductive and deductive analyses were conducted on the selected articles. Findings – The findings suggest that most of the authors are based in the Global North, the majority of literature was published in the last two years, and that it is conceptual. This synthesis highlights five solution-oriented themes: acknowledging inherent bias, centering marginalized groups, promoting responsible knowledge mobilization, establishing partnerships, and advocating for transformational and systemic change. This study also identifies four broad barriers: inherent, unconscious, and implicit biases, a lack of evidence-based best practices, siloing of research and information, and a lack of institutional support and resources. Findings also highlight the value of further research into barriers, gaps and opportunities. Originality/value – By studying the intersection of EDI and KMb, this contemporary synthesis of the state of the field presents opportunities for future research into gaps, barriers and potential solutions.enAttribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/EDIDEIKnowledge disseminationKnowledge sharingInclusive engagementCo-productionCo-creationScience communicationCitizen scienceParticipatory action research (PAR)Preprint