Feedback in Technical Higher Education

Feedback is an important tool in all activities, used to improve communication, relationships, and performance. In educational environments, its role is to facilitate interaction between students and teachers, helping clarify expectations, correct misunderstandings, and guide learning processes. Its effectiveness depends not only on its presence but also on how it is perceived by students in terms of clarity, relevance, and usefulness. This paper investigates student perspective of feedback based on a custom-designed questionnaire applied among 125 students from different domains of a technical faculty, focusing on the aforementioned aspects. The results indicate that feedback is relatively clear, but less effective in supporting learning, and it is not provided frequently. Despite this, students express a relatively strong desire for more feedback. We also made a cluster analysis, which reveals three distinct student profiles. The largest group consists of engaged students who receive frequent, clear, and effective feedback. A second group includes students who receive limited and low-quality feedback but express a strong desire for improvement. The third group is characterized by disengaged students who perceive feedback as ineffective and show little interest in receiving more.