Improvisation is increasingly recognized as a powerful learning activity in music education. However, existing evidence remains scattered, and little is known about how different types of improvisational activities and learning outcomes are represented in empirical research. To address this gap, this study conducted a systematic literature review of 63 peer-reviewed empirical studies published between 2015 and 2025.Following a structured coding and thematic analysis procedure, we identified 20 distinct types of improvisational activities and 18 reported learning outcomes. The activities most frequently described in the literature were collective improvisation, free improvisation, and instrumental improvisation. Reflection on learning and creative processes also appeared as an essential element, as did interdisciplinary forms of improvisation that combined music with movement or other arts.Learning outcomes were grouped into four domains: affective, behavioral, cognitive, and social. More than half of the reviewed studies highlighted positive effects on musical knowledge and technical skill development, while others reported gains in creativity, confidence, emotional expression, enjoyment, engagement, and collaboration.Together, these findings offer a comprehensive overview of how improvisation has been used and studied in music education over the past decade. By mapping activity types and associated learning outcomes, this review provides educators and curriculum designers with a structured foundation for diversifying improvisation practices and aligning them with meaningful educational goals.