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The Covid-19 pandemic had a profound effect on the use of constructivism in learning. As schools and learning institutions around the world were forced to transition to online classrooms, teachers had to find new ways to reach their students and engage them in an educational environment. This study was conducted to synthesize the various researches about the impact of a pandemic on the constructivism theory of learning. This paper used the general principle of constructivism to conduct the synthesis review. The findings indicated that there was disruption in student engagement but collaboration among students was maintained. Also, the process of lesson contextualization was interrupted as classes were moved to online platforms. Teachers have used various tools to check the integrity of the students’ outputs and literature suggest that outputs have been upright and reliable. The support of the parents to the learning of the students was perceived to be enhanced. Hence, the constructivism approach was taken to a new level and was truly reshaped by the pandemic.