Abstract This paper reveals relationships between four analytical frameworks, boundary interaction, reflexivity, transformative agency, and Sannino's reformulated Vygotskian double stimulation model in an Integrated Analytical Framework (IAF) used to analyse expansive learning processes via Boundary Crossing Change Laboratory Workshops in the development of will and volitional actions. I show how transformation emerges from expansive learning processes using two Transformative Pathways in Improved Cook Stove (ICS) practice in Chapita Village case study in Malawi. Introduction of ICSs in the traditional cooking practice generated conflict of motives within subjects of interacting activity systems. I used Cultural Historical Activity Theory (CHAT) to identify and analyse the conflict of motives using socio-cultural historical analysis and analysis of contradictions around learning, promotion, and utilisation of the ICS. Expansive learning processes triggered and supported participants' development of transformative agency, leading to collaborative decision implementation that transformed their activities via expressions of the IAF. The IAF demonstrates how transformation can also be analysed within CHAT framework beyond transformative agency tools. The paper provides a theoretically informed approach to analysis and recommends testing the IAF with different data sets for theory advancement as it consolidates frameworks, which are key in learning for sustainability and transformation of human activities.