The role of the pedagogical coordinator in educational quality: a state of the art from Latin America

This study offers a scoping review of the scientific production published between 2020 and 2025 on the role of pedagogical coordinators in Spanish-speaking contexts in Spain, Peru, Ecuador, the Dominican Republic, Mexico, and Argentina. The objective was to analyze how the experiences of these professionals in didactic management are described and evaluated, identifying good practices, obstacles, and methodological trends. The PRISMA protocol was applied to select 39 study undergraduate and doctoral theses, qualitative, quantitative, and mixed articles—and a thematic analysis of the extracted information was conducted. The results show that pedagogical support emerges as the central dimension for improving classroom practices, although its effectiveness is often measured based on teachers' perceptions; that the administrative burden competes with pedagogical functions, limiting didactic leadership; that continuing education and leadership programs require structured mentoring components and long-term follow-up to ensure learning transfer; and that the integration of ICTs fosters innovation and can impact academic performance when accompanied by ongoing training. The conclusions highlight the need to redefine the coordinator's functions to balance administrative and pedagogical obligations, standardize assessment instruments, and promote longitudinal studies that measure the sustainability of interventions.