THE SBI (SITUATION–BEHAVIOR–IMPACT) MODEL AS A TOOL FOR ENHANCING FEEDBACK LITERACY IN HIGHER EDUCATION

Abstract

Feedback is recognized as one of the most influential factors affecting student learning and academic achievement in higher education. Recent research emphasizes not only the importance of feedback itself but also students’ ability to understand, interpret, and apply feedback effectively, which is commonly referred to as feedback literacy. Among various feedback approaches, the Situation–Behavior–Impact (SBI) model has emerged as a structured method for providing clear, objective, and constructive feedback. The purpose of this study is to examine the theoretical foundations, advantages, limitations, and educational applications of the SBI model in higher education. The research is based on a qualitative literature review of studies related to feedback, feedback literacy, and structured feedback practices. The findings indicate that the SBI model promotes objectivity, clarity, reflective learning, and constructive communication by focusing on specific situations, observable behaviors, and their consequences. Practical examples demonstrate that the model can be effectively applied in presentations, classroom discussions, group projects, research supervision, and the responsible use of artificial intelligence in academic work. Although the model requires careful observation and well-developed communication skills, its advantages outweigh its limitations. The study concludes that the SBI model represents a valuable tool for enhancing feedback practices and fostering feedback literacy among university students and instructors.