Rethinking formative interventions in cultural-historical activity theory: a systematic review toward a conceptual framework

A systematic review of 236 peer-reviewed publications within Cultural-Historical Activity Theory (CHAT) identified significant conceptual ambiguity surrounding the term 'formative interventions' (FIs). The review found inconsistent usage, referring both to a broad intervention paradigm and specific designs. The study aimed to clarify how FIs and Change Laboratories (CLs) are conceptualized, implemented, and analyzed across empirical literature.

Inconsistent terminology and conceptual ambiguity in critical intervention approaches can hinder effective knowledge transfer, replication, and the scaling of successful methodologies. Clarifying these concepts is crucial for advancing robust research, developing effective strategies, and ensuring consistent application of interventions aimed at transformational change within various institutional contexts.

The term 'formative intervention' is inconsistently applied in the literature, leading to conceptual ambiguity.

Forward consideration, not a verified fact.