<![CDATA[The quality of learning in schools is strongly influenced by teachers’ competencies and the effectiveness of professional guidance they receive. In practice, educational supervision in Indonesia is still predominantly administrative and has not been optimally utilized to improve learning quality. This article aims to examine the urgency of educational supervision in enhancing learning quality in schools and to identify challenges and optimization strategies relevant to the Indonesian educational context. This study employs a qualitative approach using a literature review method by analyzing academic books, journal articles, and educational policy documents. Data were analyzed thematically to identify key concepts, roles, and implications of educational supervision for learning quality. The findings indicate that educational supervision implemented through academic, clinical, collaborative, and reflective approaches significantly contributes to improving teachers’ pedagogical competence, student engagement, instructional innovation, and learning outcomes. Moreover, supervision functions as a crucial link between educational policies, particularly the Merdeka Curriculum, and classroom practices. The study highlights that humanistic, participatory, and sustainable educational supervision is a strategic instrument for improving learning quality and strengthening teacher professionalism in schools.]]>
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