Constructivism in theory and practice: implications for classroom pedagogy

Constructivism is a learning theory that posits that learners actively construct knowledge through environmental and social interactions, rather than passively receiving information. This paper explores the theory of constructivism, tracing its psychological and pedagogical roots through the work of Jean Piaget, Lev Vygotsky, and Jerome Bruner, and examines its implications for classroom practice. Emphasising a student-centred learning environment, the paper reviews the major principles of constructivism, describes the features of constructivist classrooms, and considers the practical challenges and opportunities of implementing constructivist pedagogy in contemporary school contexts, particularly within the framework of the Fiji National Curriculum Framework (FNCF). While constructivism is widely advocated in policy and theory, a limited synthesis of its theoretical foundations and practical classroom implications remains within Pacific education systems; this paper addresses this gap by contextualising constructivist principles within the Fijian schooling context. The discussion also highlights the alignment between constructivist theory and the demands of twenty-first-century education, offering contextually grounded recommendations for practitioners and researchers.