In the ever-evolving landscape of 21st century education, the blended learning environment has emerged as an innovative paradigm that converges the constructive presence of the elementary student in the traditional environment with the virtual environment. The aim of this research is to design a model for promoting constructive presence in elementary blended learning environments. This research was applied from the perspective of purpose; qualitative from the perspective of data; and meta-synthesis research with the seven-stage procedure of Sandelowski and Barroso (2006). Specific keywords were collected from Noormags, Magiran, Civilica, Ganj; Elmnet; IJET, Eric, Scopus, Science Direct, and Google Scholar. After screening, 26 studies were finally selected, and then the 6-stage model was concluded with coding and content analysis. The resulting model, including the stages of educational design and organization, facilitating discourse, meaningful instruction, emotional support, collaborative learning activities, and continuous assessment and feedback based on five categories: professional development, student participation, social participation, technological support, and continuous improvement, can increase the constructive presence of elementary school students in the blended learning environment. By following this model, educators and policymakers can provide strategies that foster constructivist presence in elementary schools blended learning environments.