The article reviews studies based on the theory of expansive learning, which was developed in 1987 and has been applied in various research and intervention projects over the past few years. The theory is grounded in fundamental ideas created by Russian scholars Vygotsky, Leontiev, Il'in and Davydov, key figures in the cultural-historical activity theory. The studies reviewed are organized into six chapters, each focusing on a specific aspect of expansive learning. The article also includes a critical stance towards expansive learning, suggesting that its effectiveness should be evaluated based on its ability to generate learning that addresses significant human issues. The authors propose expanding the analysis in four directions:往上、向外、内部和外部. They argue that expansive learning should be understood as a process of transforming and creating culture, horizontal movement across different cultural contexts, and the formation of theoretical concepts. The article further discusses the historical and social context of the need for a new type of learning, the theoretical foundations of expansive learning, and its main principles. It highlights the importance of social communities as learners, horizontal movement, and the formation of theoretical concepts. The article concludes by analyzing empirical and intervention studies that have applied the theory, emphasizing its utility in analyzing learning in non-traditional, synthetic, and multi-organizational environments.The article reviews studies based on the theory of expansive learning, which was developed in 1987 and has been applied in various research and intervention projects over the past few years. The theory is grounded in fundamental ideas created by Russian scholars Vygotsky, Leontiev, Il'in and Davydov, key figures in the cultural-historical activity theory. The studies reviewed are organized into six chapters, each focusing on a specific aspect of expansive learning. The article also includes a critical stance towards expansive learning, suggesting that its effectiveness should be evaluated based on its ability to generate learning that addresses significant human issues. The authors propose expanding the analysis in four directions:往上、向外、内部和外部. They argue that expansive learning should be understood as a process of transforming and creating culture, horizontal movement across different cultural contexts, and the formation of theoretical concepts. The article further discusses the historical and social context of the need for a new type of learning, the theoretical foundations of expansive learning, and its main principles. It highlights the importance of social communities as learners, horizontal movement, and the formation of theoretical concepts. The article concludes by analyzing empirical and intervention studies that have applied the theory, emphasizing its utility in analyzing learning in non-traditional, synthetic, and multi-organizational environments.