Cultural Historical Activity Theory (CHAT) can be used both as a theoretical and an analytical framework. It has been used in a wide variety of contexts over a wide variety of research objects in education and other fields requiring a comprehensive understanding of interactions within a system. At a theoretical level, the relation between double stimulation and instrumental mediation has been studied and understood, yet the link between double stimulation and conflicts of motives is understudied. How has scientific literature considered this avenue for research over the past ten years? A systematic literature review was conducted, and thematic analysis was performed in order to identify themes. As of the first quarter of 2021, scientific literature in education sciences does not yet reflect the interest and potential of this research avenue. Double stimulation and its relation to conflicts of motives are key components to form volitional action in education contexts and is therefore a valuable research object.

The present study constitutes a preliminary effort to frame co-creativity, project-based learning and real-world problem-solving under a cultural historical activity theory framework. The paper establishes co-creativity as collective concept formation in the wild and collective mediation as primary elements for the study of real-world problem solving in higher education. This study aims at bridging gaps between co-creative real-world problem solving in higher education and knowledge, competency, action between higher education and the real world.