The article discusses research based on the theory of expansive learning, developed in 1987, which has been applied in various studies and interventions over the years. Rooted in the ideas of Vygotsky, Leontiev, Il'enkov, and Dawidov, the theory is central to the cultural-historical theory of activity. The research is divided into six chapters, each exploring different aspects of expansive learning, including transformation of the object of learning, movement within the zone of proximal development, cycles of actions related to learning, crossing boundaries and building connections, dispersed and interrupted movement, and intervention formats. A separate chapter addresses critical perspectives on expansive learning. The authors argue that the key test for the theory is its ability to help practitioners generate learning that addresses important human issues. They propose expanding analyses both upwards and downwards, as well as externally and internally. By moving "up" and "out," the theory can address learning in interconnected systems of activity, while moving "down" and "in," it deals with subjectivity, experience, emotions, embodiment, identification, and moral obligations. The article presents two examples of expansive learning: one involving a social care center in Helsinki supporting elderly individuals with various health issues, and another involving a university library adapting to the increasing availability of online resources. These examples illustrate the process of learning through the creation and implementation of new, broader, and more complex objects and concepts in the context of their activities. The article also discusses the two main metaphors of learning—acquisition and participation—and critiques the dichotomy between them. The theory of expansive learning emphasizes the community as learners, transformation and creation of culture, horizontal movement and crossing of cultural contexts, and the formation of theoretical concepts. It argues that both the acquisition and participation metaphors are too conservative and fail to address transformation and creation of culture. The theory of expansive learning, therefore, requires its own metaphor—expansion. The article reviews various studies and interventions based on the theory of expansive learning, including research on adult mathematics learning, learning at work, educational innovations, and the impact of technological communication reforms on teacher training. The theory has been applied in studies on the development of work, introducing multi-organizational changes in companies, and the emergence of biogas production as a learning process. The theory has also been used in studies on learning with young people at risk, the use of blogs for online learning, and the learning of nursing and teaching. The theory has influenced the work of Gutiérrez and her colleagues on extended "third spaces" in learning and the development of reading and writing skills. It has also inspired research by Barowy and Jouper on changes in schools as a personal and systemic co-development based on the idea of expansion. The article also discusses the historical and social need for a new type of learning, the theoretical foundations of the concept of expansive learning, and the main ideas of expansive learning. It highlights the importance of understanding the historicalThe article discusses research based on the theory of expansive learning, developed in 1987, which has been applied in various studies and interventions over the years. Rooted in the ideas of Vygotsky, Leontiev, Il'enkov, and Dawidov, the theory is central to the cultural-historical theory of activity. The research is divided into six chapters, each exploring different aspects of expansive learning, including transformation of the object of learning, movement within the zone of proximal development, cycles of actions related to learning, crossing boundaries and building connections, dispersed and interrupted movement, and intervention formats. A separate chapter addresses critical perspectives on expansive learning. The authors argue that the key test for the theory is its ability to help practitioners generate learning that addresses important human issues. They propose expanding analyses both upwards and downwards, as well as externally and internally. By moving "up" and "out," the theory can address learning in interconnected systems of activity, while moving "down" and "in," it deals with subjectivity, experience, emotions, embodiment, identification, and moral obligations. The article presents two examples of expansive learning: one involving a social care center in Helsinki supporting elderly individuals with various health issues, and another involving a university library adapting to the increasing availability of online resources. These examples illustrate the process of learning through the creation and implementation of new, broader, and more complex objects and concepts in the context of their activities. The article also discusses the two main metaphors of learning—acquisition and participation—and critiques the dichotomy between them. The theory of expansive learning emphasizes the community as learners, transformation and creation of culture, horizontal movement and crossing of cultural contexts, and the formation of theoretical concepts. It argues that both the acquisition and participation metaphors are too conservative and fail to address transformation and creation of culture. The theory of expansive learning, therefore, requires its own metaphor—expansion. The article reviews various studies and interventions based on the theory of expansive learning, including research on adult mathematics learning, learning at work, educational innovations, and the impact of technological communication reforms on teacher training. The theory has been applied in studies on the development of work, introducing multi-organizational changes in companies, and the emergence of biogas production as a learning process. The theory has also been used in studies on learning with young people at risk, the use of blogs for online learning, and the learning of nursing and teaching. The theory has influenced the work of Gutiérrez and her colleagues on extended "third spaces" in learning and the development of reading and writing skills. It has also inspired research by Barowy and Jouper on changes in schools as a personal and systemic co-development based on the idea of expansion. The article also discusses the historical and social need for a new type of learning, the theoretical foundations of the concept of expansive learning, and the main ideas of expansive learning. It highlights the importance of understanding the historical