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This systematic literature review (SLR) aims to provide insights into how Constructivist Grounded Theory (CGT) methodology, as a qualitative methodology, is implemented in educational research and how CGT contributes to developing substantive theory to help understand complex social interactions in educational academic settings. Data collected from ProQuest, consisting of three databases: ProQuest Dissertations & Theses Global, Publicly Available Content Database, and Research Library, were used for the synthesis. Using the PRISMA-SWiM protocol as the review method, 24 articles were included in the final synthesis to identify how CGT was used to understand various social phenomena in education. With flexibility embedded in the Grounded Theory Methodology (GTM), differences are bound to arise, and heterogeneity and homogeneity were presented in tables and compared with charts for each article using narrative analysis. The review highlights that Constructivist Grounded Theory (CGT), underpinned by a pragmatic worldview that leverages both inductive and abductive reasoning, is well-suited to exploring specific social phenomena in Malaysia’s diverse, multiethnic, and multicultural educational landscape, with grounded theorists actively participating in co-constructing the substantive theory.