Constructivist instructional approaches have gained significant popularity in education as educators seek to create more engaging and effective learning environments. However, the effectiveness of these approaches in promoting student learning remains a subject of debate. This systematic review aims to synthesise existing evaluation-based research on the effectiveness of constructivist approaches in improving student learning outcomes compared to traditional instructional methods, and to identify specific empirically proven effective constructivist approaches. Using standard review methodology, we searched ERIC, Education Research Complete, British Education Index, Social Science Citation Index, and Applied Social Sciences Index and Abstracts as sources of quasi- or true-experimental educational studies published in the last 10 years (2014-2023). Inclusion/exclusion criteria were based on the PICO (population, intervention, comparison, outcome) framework and the year and language of publications. A total of 1315 studies were identified. Studies were screened by two independent reviewers who also extracted the data and accessed the study quality and risk of bias using the Joanna Briggs Institute (JBI) critical appraisal tool. Thirty-two articles met the inclusion criteria. Content analysis was used to code, analyse and synthesise the texts. This review study identified seven broad instructional approaches with a wide range of specific implementation strategies, rooted in constructivist learning theory, that revealed significant improvements in the various domains of learning. In conclusion, there is sufficient empirical data to be able to state with certainty that these instructional approaches are proven alternatives to the traditional method. Implications for educators, curriculum planners and researchers are briefly discussed.