Competence development in strategic communication studies: peer feedback as a driver for reflexive learning

Purpose This study aims to examine how structured peer feedback fosters reflexive learning and supports the development of professional communication competencies in strategic communication studies. Design/methodology/approach 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. Findings 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. Originality/value 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.