Equity, Diversity, Inclusion and Accessibility in Pharmacy Education: A Scoping Review

Preparing pharmacists to serve diverse populations requires a meaningful integration of equity, diversity, inclusion, and accessibility (EDIA) within pharmacy education, yet such integration remains uneven and insufficiently understood. This scoping review aimed to examine how EDIA is addressed across faculty development, curriculum content, and teaching strategies in pharmacy education. Following the guidance of the Joanna Briggs Institute, we searched six databases (Embase, Medline, APA PsycINFO, CINAHL, ERIC, and Web of Science) for studies published between 2014 and 2025. After screening 3031 records, 86 studies met the inclusion criteria. Most studies focused on curriculum (48/86) and teaching strategies (35/86), while very few examined faculty development (3/86). Research was heavily concentrated in the United States of America and relied predominantly on survey-based methods. EDIA topics were often addressed in isolation with a strong emphasis on intercultural communication and limited attention to areas such as disability, migration, and socioeconomic status. Intersectional approaches were rare. Overall, EDIA in pharmacy education appears fragmented and commonly implemented as standalone initiatives rather than integrated across programs. These findings highlight important gaps in faculty development in pharmacy education, methodological diversity, and global representation, and they point to persistent structural gaps and the need to strengthen faculty development initiatives specific to pharmacy education and to move beyond isolated initiatives toward a sustained, program-level integration of EDIA.