| Sumario: | This article examines the diverse roles that theories and theoretical frameworks play in computer-supported collaborative learning (CSCL) research, as illustrated by seven studies in a special issue. It highlights how theories guide the formulation of research questions, frame phenomena, inform methodological choices, and support the design of technological tools within CSCL, a complex field involving multiple levels of learning and interdisciplinary perspectives. The article emphasizes the transactional perspective, which views learning as emerging from dynamic interactions among learners, tools, ideas, and environments, as a unifying framework across the studies. Finally, it discusses the challenges of theoretical pluralism in CSCL and advocates for integrative theory-building efforts that respect disciplinary differences while fostering cumulative and coherent explanations of collaborative learning.
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