Assessment and Practice in Educational Sciences 3092-717X 1 Serial Number 1 2023 01 01 Identifying Barriers to Effective Feedback in Higher Education Classrooms Identifying Barriers to Effective Feedback in Higher Education Classrooms 41 51 EN Journal Article 2022 11 11 <p>The objective of this study was to explore and identify the key barriers that hinder the effectiveness of feedback practices in higher education classrooms from the perspectives of both instructors and students. This qualitative study was conducted using a phenomenological approach to gain an in-depth understanding of the lived experiences of instructors and students regarding feedback in academic settings. Data were collected through semi-structured interviews with 29 participants (15 instructors and 14 students) from universities in Tehran. Purposive sampling was used to ensure diverse representation across disciplines and experience levels. Interviews continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed using thematic coding with the assistance of NVivo software. The analysis process included open, axial, and selective coding to develop core themes and subthemes. Thematic analysis revealed five major categories of barriers: (1) Instructor-Related Barriers (e.g., lack of feedback training, time constraints, fear of negative evaluation); (2) Student-Related Barriers (e.g., feedback avoidance, low feedback literacy, lack of trust); (3) Institutional Barriers (e.g., absence of policy support, overcrowded classrooms, technological limitations); (4) Communication Gaps (e.g., ambiguous language, one-way communication, cultural misalignment); and (5) Feedback Design and Delivery Issues (e.g., delayed feedback, non-individualized responses, lack of actionable suggestions). Participant quotations illustrated how these interconnected barriers collectively undermine the pedagogical value of feedback. The findings highlight that barriers to effective feedback are systemic, involving individual, relational, and structural dimensions. Addressing these challenges requires a comprehensive approach, including faculty training, institutional policy reform, culturally responsive practices, and efforts to enhance student feedback literacy.</p> https://journalapes.com/index.php/apes/article/download/5/5