Masumeh Saeidi Medical Education Bulletin 2783-1809 6 2 2025 12 01 A Review of Student Feedback Literacy in Higher Education: Theoretical Foundations, Challenges, and the Role of Training and Technology in Improving Learning Quality 1151 1162 232674 10.22034/meb.2025.554750.1126 EN Rahim Vakili Professor, Pediatric Endocrinologist, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-5601-9876 Maryam Ajilian Abbasi MSc of Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-4921-976X Khatereh Shariati Department of Medical Education, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-0243-844X Mansoure Alipour-Anbarani PhD in Health Education and Health Promotion, Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. 0000-0002-9563-7383 Journal Article 2025 10 21 Background: Feedback is essential for advancing learning, educational quality, and student achievement. As higher education continues to expand, students’ ability to interpret and apply feedback—referred to as Student Feedback Literacy (SFL)—has become increasingly critical. This study reviews and synthesizes national and international research on SFL, examining its theoretical foundations, key challenges, and implications for enhancing learning quality through training and technology. Materials and Methods: This narrative review synthesizes studies on student feedback literacy in higher education. Relevant literature published up to April 2025 was searched in Web of Science, ERIC, PubMed, Scopus, and Google Scholar, covering both English and Persian sources. Data collection and screening were independently performed by two researchers in two stages. Empirical studies with full-text availability were selected for qualitative synthesis and thematic analysis. Results: Findings demonstrate that student feedback literacy (SFL) integrates interrelated knowledge, skills, and attitudes that empower learners to interpret, evaluate, and apply feedback effectively for continuous improvement. Four core dimensions—valuing feedback, critical judgment, emotional regulation, and purposeful action—collectively foster learner autonomy and engagement. Consistent, dialogic, and formative feedback enhances self-regulation, motivation, and academic achievement. Yet, inadequate training, inconsistent quality, and cultural or institutional constraints limit full development. Strengthening teachers’ feedback literacy, employing digital tools that support interactive and traceable feedback, and implementing structured peer-feedback systems are critical strategies for advancing sustainable feedback cultures in higher education. Conclusion: Feedback literacy enhances students’ ability to interpret and utilize feedback, leading to improved learning outcomes. Integrating targeted training programs, institutional support, and digital technologies—alongside teacher and peer contributions—can cultivate a robust feedback culture that supports continuous learning improvement across higher education contexts.

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