Knowledge Resource
Research Summary: Rethinking formative interventions in cultural-historical activity theory: a systematic review toward a conceptual framework
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 17 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- The term 'formative intervention' is inconsistently applied in the literature, leading to conceptual ambiguity.
- Formative interventions are used to support participant-driven transformation in educational and organizational settings.
- The systematic review analyzed how FIs and Change Laboratories (CLs) are conceptualized, implemented, and analyzed.
- A total of 236 peer-reviewed publications from 1996 to 2022 were included in the mixed-methods systematic review.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1831740
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- Verification ID
- ASA-EXE-2026-00655
- Version
- v1.0 · r0
- Issued
- 17 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Rethinking formative interventions in cultural-historical activity theory: a systematic review toward a conceptual framework
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
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