Purpose This scoping review aims to examine the relationship between workforce diversity (WFD) and organizational learning (OL), identifying the diversity categories addressed, methodological approaches used and sectoral and geographical contexts examined. Design/methodology/approach Following Joanna Briggs Institute and preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) guidance, the authors searched multiple databases (1995–2025) and applied predefined eligibility criteria. Included studies were charted with descriptive statistics and thematic synthesis, coding the direction of effects (positive/neutral/negative) and mapping mechanisms by diversity category. Findings The evidence base is concentrated in high-income countries and in corporate and education settings, with qualitative designs predominating. Demographic diversity is most frequently examined, followed by functional and cognitive categories; few studies model these jointly. Overall, WFD tends to foster OL when enabling conditions are present – especially inclusive leadership, psychological safety and structured knowledge-sharing routines – while neutral/negative findings arise under centralization, faultlines or high coordination costs. Originality/value This review provides an integrative synthesis that links diversity categories, methodological trends and contextual patterns in WFD–OL research. It highlights under-representation of cognitive and combined categories, the need for integrated “triad” designs (demographic + functional + cognitive) and the importance of testing boundary conditions with designs that strengthen causal and temporal inference.
Juan Carlos Moyano (Thu,) studied this question.