The objective of the present study is to identify and analyze e-learning strategies in architectural education based on Constructivist Learning Theory, employing a meta-synthesis approach. From the perspective of the objective, this study is applied in nature; regarding the nature of data and analysis, it is qualitative; and in terms of data collection, it falls under documentary studies. The statistical population of this research includes scientific articles in the fields of e-learning, architectural education, Constructivist Learning Theory, and strategic management, published in the international citation databases Web of Science (WoS) and Scopus. By searching these databases, out of 963 relevant articles published between January 2015 and April 2025, 18 articles met the inclusion criteria after screening based on the PRISMA guidelines and validation using the Critical Appraisal Skills Programme (CASP) tool. The seven-step model of Sandelowski and Barroso was utilized for qualitative content analysis. Through the examination, synthesis, aggregation, interpretation, and open and axial coding of the content of these articles, a total of 46 codes (concepts), 21 sub-categories, and 12 main categories were identified. The findings revealed that e-learning strategies in architectural education based on Constructivist Learning Theory are organized into three groups: contextual, executive, and technology-based strategies. The results indicated that effective use of technology in education and a successful transition to e-learning in architecture require policymakers’ awareness of these strategies; their implementation in academic institutions facilitates and provides the groundwork for realizing the goals of the constructivist approach in architectural education.