<p>This systematic review, synthesizes findings from 23 studies to comprehensively map the evolving construct of feedback literacy within writing instruction. It delves into the theoretical underpinnings, practical applications, and overall impact of feedback literacy. The review highlights that feedback literacy goes beyond passive reception, including students’ sophisticated understandings, metacognitive capacities, and productive dispositions necessary for actively engaging with, interpreting, and strategically utilizing feedback. Key findings emphasize to role in improving writing quality, fostering independent evaluative judgment, enhancing self-regulated learning, and cultivating emotional resilience to critique. The review systematically explores various pedagogical interventions, such as explicit instruction structured peer feedback self-assessment and the innovative integration of digital technologies. It also emphasizes the importance of teacher feedback literacy, in creating effective feedback environments. Challenges, like students’ struggles with feedback interpretation and proactive engagement, are thoroughly examined, along with strategies focused on dialogic interaction, extensive scaffolding, and the cultivation of a growth mindset. The manuscript concludes by identifying gaps in the existing literature and proposing avenues for research to further advance the theoretical and practical dimensions of feedback literacy across diverse educational contexts.</p>