This study aims to examine how structured peer feedback fosters reflexive learning and supports the development of professional communication competencies in strategic communication studies.
Using a qualitative single case study approach, the research draws on multi-year data from a postgraduate digital communication course, analyzing student reflections on a structured peer feedback teaching activity.
The findings highlight the dual benefits of giving and receiving feedback, fostering critical thinking, self-assessment and feedback literacy. Students reported deeper engagement with course objectives, enhanced confidence and preparedness for collaborative professional environments. Challenges included time constraints and occasional misalignment in peer feedback.
This study contributes to understanding peer feedback as a pedagogical tool that supports reflexive learning and fosters the development of competencies essential for communication professionals, offering insights for integrating constructivist principles in course designs.
