A systematic review of constructivist group activities for promoting social-emotional learning in primary schools

Despite extensive research on Social-Emotional Learning (SEL) and constructivist pedagogies, no systematic review has comprehensively integrated evidence on how constructivist group activities—specifically Activity-Based Learning (ABL), Problem-Based Learning (PBL), and Inquiry-Based Learning (IBL)—promote the five core SEL competencies in primary education. This review fills this critical gap b y synthesizing evidence from 56 studies to map the current landscape of constructivist group activities for promoting SEL within primary education. Grounded in a social constructivist framework that integrates classic theories (Vygotsky, Bandura) with contemporary technological and cross-cultural perspectives, the analysis reveals a predominant focus on ABL, which accounts for 56.60 % of pedagogical approaches and demonstrates strong efficacy in fostering Social Awareness and Self-Awareness. In contrast, PBL and IBL remain significantly underrepresented (5.66 % and 3.77 %, respectively), indicating untapped potential for developing competencies like Responsible Decision-Making. The review further identifies critical imbalances: while Social Awareness and Relationship Skills are emphasized in 73.21 % of studies, Self-Management skills receive notably less attention (44.64 %), highlighting a gap in nurturing individual autonomy within collaborative settings. Skill-oriented activities overwhelmingly dominate (75 %) over those integrated with academic content, underscoring a persistent disconnect between SEL instruction and curricular goals. Methodologically, the field relies heavily on quantitative designs (62.50 %), with mixed-methods approaches severely lacking (3.57 %), limiting insights into socio-emotional processes. By systematically bridging cognitive and socio-emotional dimensions through pedagogical segmentation and competency deconstruction, this review advances beyond prior meta-analyses (e.g., Durlak et al., 2011) to offer a precise roadmap for designing balanced, culturally responsive SEL practices. It calls for future research to prioritize hybrid methods, longitudinal studies, and teacher-supported implementation to foster equitable, holistic development in elementary education. • This systematic review analyzes 56 studies on constructivist group activities for SEL in primary schools. • Activity-Based Learning is the most prevalent approach, emphasizing social and self-awareness. • A lack of integration between SEL and academic content reveals a disconnect in primary education. • Skill-oriented activities foster comprehensive SEL development. • Future research should focus on hybrid learning methods and longitudinal, mixed-method studies.