Understanding Feedback Literacy in Higher Education: Concepts, Practices, and Future Directions
DOI:
https://doi.org/10.54518/nes.2.1.2024.1263Keywords:
Feedback Literacy, Higher Education, Assessment, Peer Feedback, Self-Regulated Learning, Dialogic FeedbackAbstract
Feedback literacy has emerged as an important concept in higher education by emphasizing students' capability to interpret, evaluate, and utilize feedback for continuous learning. This study examines feedback literacy through a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and synthesized using a framework-based thematic analysis. Five themes were identified: the emergence of feedback literacy, its core components, educational practices supporting its development, educational contributions, and future perspectives. The findings indicate that feedback literacy strengthens learner autonomy, self-regulated learning, academic engagement, and lifelong learning through dialogic feedback, peer assessment, self-assessment, and reflective educational practices. The review also highlights the growing influence of digital technologies, sustainable assessment, and artificial intelligence in shaping future feedback processes. Developing feedback literacy should therefore become a strategic priority for higher education institutions.
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