Why, how, and with what payoff? A critical review of cultural-historical activity theory in work-integrated learning research

Cultural-historical activity theory (CHAT) has been used extensively in research on learning in workplaces but less so in the related field of work-integrated learning (WIL). The aim of this article is to examine how CHAT is currently used in WIL research and so to address its current use and potential for this field. The research broadly followed a semi-systematic review method to locate 27 articles which examined WIL through a CHAT approach. This critical review examines each article through the lenses of why and how authors have utilized the CHAT methodology. Most selected articles highlight CHAT’s usefulness as providing a systemic, multi-voiced analytic tool which highlights, through identifying tensions and contradictions within the system, impediments and enablements to successful WIL practice. The study concludes that CHAT is well suited to examine the situated and sometimes problematic nature of WIL. However, the authors suggest that more attention could be paid to contradiction analysis and formative interventions, in particular through how they may promote a more critical WIL, in order to gain maximum benefit from the theory.