Educative accompaniment. Scoping review of academic publications

Area of Science:

• Educational Sciences
• Psychology
• Social Sciences

Background:

• Educational accompaniment (EA) is increasingly relevant across education, healthcare, and social domains.
• A comprehensive synthesis of the academic literature on EA is lacking.
• This review addresses the need for a structured overview of EA models, definitions, and benefits.

Purpose of the Study:

• To identify and analyze the main models of EA.
• To establish an integrated definition of EA.
• To synthesize the reported benefits of EA.

Main Methods:

• A scoping review was conducted using Web of Science, Scopus, and nDICEs-CSIC databases.
• The search focused on the specific term "educational accompaniment" to ensure conceptual clarity.
• Twenty-eight studies were selected and analyzed following PRISMA guidelines.

Main Results:

• Four distinct EA paradigms were identified: psychosocial, personalist, socio-educational, and competency-based.
• An integrated definition of EA was proposed: intentional support for integral development, autonomy, and a fulfilling life.
• Key factors for effective EA include relationship quality, sustained engagement, practitioner training, and stakeholder coordination.

Conclusions:

• Educational accompaniment is a salient and evolving discipline with theoretical and practical relevance.
• EA is recognized as a valuable pedagogical approach supporting autonomy, personal growth, and holistic development in diverse fields.
• The relational and formative nature of EA contributes to enhanced learner autonomy, holistic development, and improved employability.