Background: Simulation-based education (SBE) is a practical learning strategy in healthcare education. To ensure its quality, clarifying the competencies required of simulation educators is essential. Given the influence of cultural contexts, this study aimed to comprehensively examine the competencies of simulation educators in Japan and other countries.　Methods: A scoping review was conducted using the framework by Arksey and O'Malley. Literature searches were performed in four databases, including PubMed, to identify studies describing competencies for healthcare simulation educators. A total of 24 articles were selected and analyzed.　Results: The analysis identified nine major themes and 58 subthemes related to educator competencies. While literature from Japan and other countries covered the overall framework, variations were found at the subtheme level. Japanese literature lacked detailed descriptions on debriefing, advanced technologies, and research competencies.　Conclusions: While core competencies for simulation educators show similarities across countries, notable regional differences exist. Incorporating global insights while tailoring competencies to Japan's specific educational and cultural context is essential for developing effective educator training programs.