Jean-Jacques Ducret in his paper on Constructivism and Education Constructivist: Uses and Prospects in Education (PROSPECTS,vol.XXXI, no.2, June 2001- Issue Number 118) concludes -
“ ……….two of the main conclusions to be drawn regarding permeation of the education field by constructivist thinking. On the one hand, this penetration seems relatively ineluctable (unavoidable), to the extent that, as is now widely accepted, the only firmly acquired conceptual knowledge is knowledge that has been assimilated by the student. On the other hand, such permeation is no sinecure : constructivist teaching and application of the ‘new active school methods’ are much harder to put into practice than the traditional approach, which cares little about assimilation of knowledge. Thus the considerable difficulties involved in applying and disseminating constructivist education-financial cost, institutional transformations, personal commitment and various social pressures-make it easy to see how our education system succeeds in remaining broadly traditional and transmissive in terms of its methods and goals, especially at secondary level.”

Since 2001 there have been huge changes to the learning environments in schools all around the world – eg. "Vygotsky’s research" on the PZD and the influence of different cultures and languages on socialisation, individuation and learning in general has been explored in many countries including: Australia, Canada, Denmark, Germany, Israel, the Netherlands, Russia, United State, Brazil, Japan, Korea, and Mexico. (Rowe,Shawn review of book ~ VYGOTSKY’S EDUCATIONAL THEORY IN CULTURAL CONTEXT, 2004 . Anthropology & Education Quarterly.) And further this review indicates that Vygotsky’s work has moved from the periphery of educational thinking in 1986 to mainstream educational considerations and application today.