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

Purpose: This study examines how structured peer feedback fosters reflexive learning and supports the development of professional communication competencies in strategic communication studies.<br/><br/>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.<br/><br/>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.<br/><br/>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.