Purpose
Equity, diversity, and inclusivity (EDI) are essential components of health professions education to prepare culturally competent healthcare professionals. However, the integration of EDI training into curricula remains inconsistent. This qualitative study explores the current practices, challenges, and future perspectives of educators in integrating EDI training in health professions education.

Methods
A qualitative approach was employed, involving semi-structured interviews and focus group discussions with educators from medical and nursing courses across multiple institutions. Purposive sampling ensured representation of educators from diverse backgrounds, disciplines, and institutional settings. Data were transcribed verbatim and analyzed thematically to identify recurring patterns and insights related to the integration of EDI training.

Results
Participants identified current practices in EDI integration, including workshops, interactive modules, and case discussions focused on diverse patient populations. While these practices were seen as beneficial, educators highlighted significant issues such as limited faculty training, time constraints, and challenges in assessing EDI competencies. Despite these barriers, there was consensus on the importance of incorporating EDI throughout curricula rather than confining it to isolated sessions. Future perspectives included increasing faculty development programs in EDI, adopting technology-enhanced learning tools, simulation-based training and embedding EDI competencies into curriculum. Participants emphasized that addressing structural barriers and fostering institutional commitment are critical for the successful integration of EDI training.

Conclusion
This study highlights the importance of integrating EDI training into health professions education to prepare culturally competent healthcare professionals. While current practices demonstrate progress, valid assessment challenges and systemic barriers remain. Educators envision a future where EDI is seamlessly embedded into curricula, supported by faculty training and institutional policies. Addressing these challenges is essential for creating an inclusive learning environment and fostering equitable healthcare outcomes. Future research should focus on evaluating the effectiveness of integrated EDI initiatives and their impact on student competencies and patient care.