The preparation of future teachers for diversity, equity, and social justice is a complex task faced by Initial Teacher Education (ITE) programmes. While efforts are ongoing, research indicates that current programmes may not fully meet this challenge. Previous reviews have also highlighted conceptual and methodological gaps in this area, emphasising the need for deeper exploration. This systematic review synthesises the empirical evidence on interventions within ITE that address discrimination, racism and prejudice, by analysing the studies' characteristics, the interventions' formats, pedagogical approaches and targeted and achieved pedagogical outcomes. Based on a comprehensive literature search of relevant peer-reviewed articles in three databases, 103 studies were selected as eligible. The findings were synthesised using qualitative thematic analysis. The results revealed that the interventions varied in format, including whole programmes, courses, practicum and immersion experiences. Pedagogical approaches included the use of literature, films, media, dialogue, critical reflection, among others. The outcomes were categorised as 'awareness', 'capacity/skills' and 'emotional engagement'. Results show a main emphasis on creating awareness followed by building capacity/skills and finally evoking emotional engagement. Only a small percentage of studies addressed all three pedagogical outcomes, yet they underscore the importance of multifaceted approaches in ITE to equip future teachers with the necessary skills and awareness for diverse classrooms. The results emphasise the need for sustained and comprehensive interventions to effectively prepare teachers to tackle these challenges.