<![CDATA[The philosophy of constructivism positions learners as active agents in constructing knowledge through experience, interaction, and reflection. This approach aligns with 21st-century competency requirements and the implementation of the learner-centered Merdeka Curriculum. However, its application in Indonesia still faces various obstacles that result in a gap between theory and practice. This study aims to analyze the opportunities, challenges, and relevance of the philosophy of constructivism in education in Indonesia. The method used is a literature review (library research) employing a systematic literature review (SLR) approach on scientific articles published between 2020 and 2026 and obtained from Google Scholar, SINTA, and DOAJ. The results show that the potential for applying constructivism reaches 70%, particularly in enhancing critical thinking skills, creativity, collaboration, and independent learning. Meanwhile, the challenges, accounting for 30%, include limitations in teacher competence, digital literacy, and educational infrastructure. Therefore, it is necessary to enhance teacher capacity and ensure equitable distribution of educational resources to support the optimal implementation of constructivism.]]>
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