The book “Digital Feedback in the Research Planning Process: Peers, Pedagogies, and Technologies” offers a comprehensive exploration of how iterative, dialogic peer review supports academic inquiry at Master’s and doctoral levels. To capitalize on participants’ heterogeneity, the pedagogical design integrates peer scaffolding within an inquiry-based, inverted classroom approach that is situated in an open, digitally mediated feedback environment. Drawing on empirical data from the TESOL Research Colloquium, this study investigates three asynchronous digital feedback formats – cloud‐based digital boards, recorded audio(visual) files, and online forum exchanges – across successive phases of research planning, from topic generation to proposal presentation. The triangulation of student perceptions, feedback analyses, and course evaluations confirms the efficacy of the pedagogical design while highlighting the need for redefined roles of students and supervisors, targeted training in (pro)active feedback exchanges, and strategic tool selection based on communicative affordances. Rich with practical suggestions and transferable frameworks, this book equips teacher educators and researchers with actionable insights to promote student agency, peer learning, and the competent use of digital technologies – including Artificial Intelligence – in higher education