Abstract: BACKGROUND:This study consists of a literature review of scientific publications related to being, knowing and doing as components of individual learning in organizational contexts. OBJECTIVE:This literature review aims to analyze the relationships between being, knowing and doing as components of organizational learning, as well as the different theoretical perspectives that involve them. It is also intended to identify the evolution of mentioned components and gaps in theories in order to recommend future directions for research. METHODS:It begins with a bibliometric analysis combined with a systematic review. First, a metadata review is performed with the help of VosViewer. Subsequently, using the PRISMA statement for the systematic review, the search is refined and a content analysis is performed. RESULTS:More research focused on strengthening individual learning and experiential learning as a contribution to the field of organizational learning is needed. An important relationship between being, knowing and doing with organizational learning theory is also identified. Knowledge management, know-how and context emerge as new theoretical elements or as part of the theories analyzed. CONCLUSIONS:This research enriches existing knowledge by demonstrating that, despite the evident relationship between being, knowing and doing in knowledge construction, these components are not considered in individual and organizational knowledge planning indicating the need to study them further.
