This study aims to systematically examine research trends and derive major characteristics by analyzing 216 studies on Cultural-Historical Activity Theory published in domestic journals from 1998 to 2023. The study is divided into four stages: the introductory period (1998–2006), the exploration period (2007–2012), the settlement period (2013–2018), and the diffusion period (2019–2023). Additionally, research type (qualitative, quantitative, and mixed methods), research fields, types of activity system analysis (single/multiple), the presence of contradiction analysis, and the application of the expansive learning cycle model were reviewed. As a result of the analysis, qualitative research accounted for the highest proportion, with 125 studies (58.1%), followed by literature studies with 63 studies (29.3%). In terms of academic disciplines, the field of education accounted for the highest proportion, with 195 studies (90.3%), and single activity system analysis was the predominant approach, applied in 100 studies (65.4%). Furthermore, contradiction analysis was included in 133 studies (61.6%), with 120 of them (90.2%) conducted in the field of education, while research in fields other than education remained relatively limited. However, only 8 studies (3.7%) applied the expansive learning cycle model. This study is significant in that it analyzes the chronological progression of domestic activity theory research and systematically organizes research methods and application trends. However, it also has some limitations, such as the lack of comparative analysis with international research, the absence of standardized criteria for evaluating research quality, and limitations in the multidisciplinary expansion of activity theory. Future research should focus on comparative analysis with international studies to clarify the positioning of domestic research, as well as the diversification of research methodologies and expansion of interdisciplinary approaches. nd societal contributions.