Feedback is essential for supporting learning in higher education, but many students struggle to develop sustainable skills for seeking, engaging with, and using feedback effectively. Often, students do not access feedback or do not use it to improve their learning, even when formative assessment is available. Some researchers suggest that students need to develop ‘feedback literacy’ before learners can benefit from feedback. However, in this presentation, I will argue that feedback literacy and receptivity can emerge from deploying well-designed technology mediated feedback practices that involve dialogue, collaboration, and reflection. I will show how these practices can help students understand how to learn from feedback, what makes feedback useful, how to judge their own and others’ work, and how to plan and act on feedback. I will also explore how social and non-human factors can influence learners’ agency and engagement with feedback, both positively and negatively. Finally, I will discuss how technologies can enhance learners’ feedback skills and foster relationships and communities that support learning, and emotional well-being.