This study conducts a bibliometric analysis of 1820 journal articles from the Web of Science database to explore Equity, Diversity, and Inclusion (EDI) leadership in higher education institutions (HEIs). Using co-citation and co-word analysis, the study identifies five key themes in co-citation analysis: Race, Diversity, and Inclusion (RDI), Diversity, Leadership, and Self-Efficacy (DLSE), Gender Dynamics and Leadership Challenges, Women's Representation in Academic Medicine Leadership, and Transformational Leadership in HEIs. Co-word analysis highlights three critical areas: Transformative Collaborative Resilience in HEIs, Advancing Gender Equality in Academic Medicine and STEM, and Inclusive Educational Leadership in HEIs. These themes provide a deep understanding of the EDI leadership field's intellectual structure, suggesting significant areas for future research and practical application. The study emphasizes the necessity for HEIs to engage comprehensively in EDI leadership research, highlighting the importance of transformative collaborative resilience, gender equality in STEM, and inclusive leadership. This research offers valuable insights for developing effective EDI leadership policies and practices, highlighting the interconnectedness of these themes in fostering a more equitable, diverse, and inclusive environment in higher education and beyond. The study also identifies emerging trends in EDI leadership, including transformative collaborative resilience, advancing gender equality in academic medicine and STEM, and inclusive educational leadership in HEIs. The findings suggest that HEIs should adopt a comprehensive approach to EDI leadership research, with a focus on developing effective policies and practices that promote diversity, equity, and inclusion. The study's theoretical and practical implications highlight the importance of EDI leadership in higher education institutions, providing valuable insights into the present state and future prospects of this field. The study also highlights the need to expand our knowledge of EDI leadership research to develop more effective strategies for promoting diversity, equity, and inclusion not only in higher education but also beyond.This study conducts a bibliometric analysis of 1820 journal articles from the Web of Science database to explore Equity, Diversity, and Inclusion (EDI) leadership in higher education institutions (HEIs). Using co-citation and co-word analysis, the study identifies five key themes in co-citation analysis: Race, Diversity, and Inclusion (RDI), Diversity, Leadership, and Self-Efficacy (DLSE), Gender Dynamics and Leadership Challenges, Women's Representation in Academic Medicine Leadership, and Transformational Leadership in HEIs. Co-word analysis highlights three critical areas: Transformative Collaborative Resilience in HEIs, Advancing Gender Equality in Academic Medicine and STEM, and Inclusive Educational Leadership in HEIs. These themes provide a deep understanding of the EDI leadership field's intellectual structure, suggesting significant areas for future research and practical application. The study emphasizes the necessity for HEIs to engage comprehensively in EDI leadership research, highlighting the importance of transformative collaborative resilience, gender equality in STEM, and inclusive leadership. This research offers valuable insights for developing effective EDI leadership policies and practices, highlighting the interconnectedness of these themes in fostering a more equitable, diverse, and inclusive environment in higher education and beyond. The study also identifies emerging trends in EDI leadership, including transformative collaborative resilience, advancing gender equality in academic medicine and STEM, and inclusive educational leadership in HEIs. The findings suggest that HEIs should adopt a comprehensive approach to EDI leadership research, with a focus on developing effective policies and practices that promote diversity, equity, and inclusion. The study's theoretical and practical implications highlight the importance of EDI leadership in higher education institutions, providing valuable insights into the present state and future prospects of this field. The study also highlights the need to expand our knowledge of EDI leadership research to develop more effective strategies for promoting diversity, equity, and inclusion not only in higher education but also beyond.