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This two-year project began in May 2025, and following ethical approval, the team conducted 27 focus groups with 104 students and nine focus groups with 22 staff across STEMMB disciplines at º£½ÇÉçÇø. We explored students’ and staff perceptions of effective feedback practices and their views on the potential and limitations of GenAI-assisted feedback, including how it might influence perceptions of feedback quality. Using Reflexive Thematic Analysis (Braun & Clarke, 2021), we identified key areas to inform pedagogical development and innovation. The research findings are informing the development of a feedback-focused chatbot and the co-creation of evidence-informed resources with StudentShapers partners, with the wider aim of enhancing feedback practices and supporting students to engage meaningfully with feedback and take action based on it.