Abstract:

Background:
In the current landscape of rapid technological transition and the growing influence of Artificial Intelligence, Higher Education Institutions (HEIs) must prioritize metacognitive development. Peer feedback stands out as a transformative strategy to enhance student autonomy and self-regulation, aligning with European Quality Assurance standards (ENQA/OECD) for student-centered learning.

Aim:
This paper proposes and analyzes a strategic model for peer feedback designed to foster metacognitive skills—specifically self-knowledge, self-reflection, and intentional adaptation—within Higher Education curricula.

Methodology:
The model was developed and validated through a Participatory Action Research (PAR) approach. The methodology focused on three developmental levels:
(1) capacity building for students and faculty;
(2) pedagogical and curricular integration; and
(3) institutional sustainability.
Data collection included student and faculty focus groups, self-assessment reports, feedback quality rubrics and observation to evaluate the impact of the model on the learning process.

Results:
Preliminary results demonstrate that the systematic implementation of this peer feedback model leads to a significant increase in students' teamwork, self-directed learning, self-reflection and knowledge, professional competencies awareness and a higher quality of collaborative dialogue. The findings highlight that providing structured implementation guidelines (for giving and receiving feedback) is crucial for reducing resistance and increasing engagement. Additionally, the integration of hybrid learning environments proved essential for sustaining the dialogic nature of the feedback process.

Conclusions:
The study concludes that peer feedback is a highly relevant pedagogical instrument for consolidating innovative and sustainable practices. By moving beyond a mere "task" to a "strategic institutional model," HEIs can effectively empower students for contemporary challenges, ensuring a more inclusive and collaborative educational ecosystem. The proposed model offers a scalable framework for institutions seeking to align with the European paradigm of active learning.

Keywords:

Higher Education, Peer Feedback, Metacognitive Competencies, Pedagogical Innovation, Student-Centered Learning, Self-Regulation, Faculty Development, Academic Success.