Book review: Elkington, S. and Irons, A. (eds.) (2025) Formative assessment and feedback in post-digital learning environments: disciplinary case studies in higher education. New York: Routledge.

Feedback during formative assessment is a powerful driver of student learning and educational change, yet its potential is often underutilised in higher education (HE) practice.The level of feedback literacies among students remains a barrier (Carless and Boud, 2018).The role of the teacher in the feedback process and the development of their feedback literacy has been underexplored (Carless and Winstone, 2020).Formative assessment and feedback in post-digital learning environments offers some insightful contributions to our understanding about formative assessment and feedback practice, and the changing educational landscape provides the editors with a compelling justification to revisit this topic.The focus on the postdigital learning environment is fitting given the impact digital technologies, including generative artificial intelligence (GenAI), have had on HE and the complexities and contradictions they bring as both enablers and barriers.The postdigital framing offers a useful lens for this international collection of case studies that explore formative assessment and feedback from a range of disciplinary perspectives.This edited collection will be of interest to educators in HE who want to better understand the ways digital technologies might influence assessment and feedback practices.The editors provide a helpful introduction to postdigital education citing authors who have contributed to postdigital thinking to date.