Systematic review reveals feedback enhances learning outcomes and engagement in educational contexts, suggesting key strategies.
The objective of this study was to analyze and systematize the main theoretical approaches to school feedback within the current educational context. A systematic review of the scientific literature was conducted, selecting twenty academic articles published between 2021 and 2025 from specialized databases. The analysis allowed the organization of theoretical contributions into six key dimensions: formative, metacognitive, individualized, interactional, affective, and temporal. The findings showed that feedback, when coherent, timely, and pedagogically planned, contributes significantly to the improvement of learning outcomes, self-regulation, and student engagement. Additionally, research gaps were identified regarding the evaluation of long-term effects and the application of feedback in digital and multicultural contexts. This study provides an integrative theoretical framework that may guide teaching practice and the design of more effective feedback strategies across different educational levels.
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Sanchez et al. (2025) studied this question.
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