Abstract
Along with a socially urgent impetus for revolutionary reform of an educational environment appropriate to the 21st century society, constructivism is highlighted in various fields related to education as an alternative educational ideology and approach. Despite its radical shift from traditional learning environments, and the diverse interpretation and understanding among scholars on the nature of constructivism, constructivism surely has brought out meaningful changes and developments in understanding how people learn. In light of this context, the present study aims to retrospectively review the last decade of constructivism, which will be followed by a brief prospective on its future in the next decade, simultaneously taking into account expectations as to how constructivism can stand firm as a theoretical basis for the digital age.
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