Educative accompaniment. Scoping review of academic publications

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Abstract

Introduction: Educational accompaniment (EA) has gained increasing relevance in recent years, particularly in Spain, with applications across education, healthcare, and social domains. Despite its growing presence, there is no comprehensive synthesis of the academic literature on EA. This review aims to identify and analyze the main models, definitions, and benefits associated with EA. Methods: A scoping review was conducted using three databases: Web of Science, Scopus, and nDICEs-CSIC. The search focused exclusively on the term educational accompaniment, which narrowed the scope but ensured conceptual specificity. Inclusion criteria targeted studies that explicitly addressed EA, excluding those using the term in a colloquial or unrelated sense. A total of 28 studies were selected and analyzed following PRISMA guidelines. Results: The review identified four distinct paradigms of EA: psychosocial, personalist, socio-educational, and competency-based. Each model is grounded in specific theoretical and methodological frameworks. An integrated definition of EA is proposed as an intentional educational action through which one person enlightens and supports another in their integral development, facilitating their autonomy, maturity, and realization of a fulfilling life. Key findings highlight the importance of the quality of the accompaniment relationship, sustained engagement, practitioner training, and stakeholder coordination. Reported benefits include enhanced learner autonomy, holistic development, and improved employability. Discussion: EA emerges as a salient and evolving discipline with strong theoretical foundations and practical relevance. It is increasingly recognized as a valuable pedagogical approach in diverse fields, including education, healthcare, and social services, where its relational and formative nature supports autonomy, personal growth, and holistic development.