Abstract
This systematic review examines the application of cultural-historical activity theory (CHAT) as a theoretical lens in science, technology, engineering, and mathematics (STEM) education research. Guided by the preferred reporting items for systematic reviews and meta-analyses framework, the study synthesized 30 empirical and theoretical studies drawn from multiple databases, focusing on how CHAT has been conceptualised and applied across diverse STEM contexts. The review analyzed educational levels, methodological approaches, activity system configurations, mediating artefacts, contradictions, and reported learning outcomes. Findings indicate that CHAT is predominantly applied in secondary education settings and is most frequently operationalized through Engeström’s (1987) expanded activity system model. Qualitative case study methodologies dominate the field, with increasing use of mixed methods and design-based research in technology-rich contexts. Across studies, digital simulations, robotics, learning management systems, and culturally situated tools emerged as key mediating artefacts shaping STEM learning processes. A central pattern across the literature is the recurrence of systemic contradictions, particularly tool-object, rules-community, and division-of-labor tensions, which function as drivers of pedagogical innovation and expansive learning. Overall, the synthesis demonstrates that CHAT contributes significantly to improved conceptual understanding, learner engagement, collaboration, computational thinking, and teacher professional development in STEM education. However, the review also reveals conceptual fragmentation in how CHAT is interpreted and applied, highlighting the need for greater theoretical coherence and methodological consistency. The study concludes that CHAT provides a robust socio-cultural framework for understanding and transforming STEM education as a complex, mediated, and systemic activity.