Pratiche di feedback e feedback automatizzato nell’istruzione superiore: Analisi delle pratiche dei docenti e delle percezioni degli studenti nel progetto PRIN “AI&F”

Feedback is a central element in university learning processes, but its systematic integration into teaching practices, especially through digital tools and automated systems, is still limited (Doria et al., 2025a, 2025b). This is the context for the PRIN project ‘Artificial Intelligence & Feedback for Effective Learning (AI&F)’, which aims to analyse and develop feedback practices supported by digital technologies in higher education. This paper presents the results of WP1, which is divided into two main areas: the analysis of 690 syllabuses from lecturers at three Italian universities (UniPD, UniMC, UniBA), supplemented by focus groups, and a survey of students’ perceptions and experiences using a questionnaire. The results show a prevalence of product-centred assessment practices and limited use of structured and automated feedback strategies. Students consider teacher feedback to be the most useful source, although they report an inconsistent experience, while automated feedback is perceived as potentially useful but still not widely used. The study highlights a discrepancy between the value attributed to feedback and its actual implementation, emphasising the need for faculty development interventions and pedagogical models aimed at sustainable integration between human and technological feedback.