This study investigates the relationship between teacher feedback, assessment for learning (AfL), and students’ learning approaches in Pakistan’s higher education context. Despite a policy emphasis on formative assessment, classroom practices remain largely examination-oriented, limiting the effective use of feedback. Data were collected through a structured questionnaire from 294 students. Descriptive statistics, correlations, mean difference tests, and mediation analysis were employed. The results indicated that feedback types such as verification, directive, scaffolding, and praise were positively associated with AfL, while criticism showed no significant link. AfL strongly predicted students’ adoption of constructive learning approaches, underscoring its role in fostering deep engagement. Gender differences were negligible, although female students reported greater use of constructive learning strategies. Minimal age-related effects were observed, with older students valuing directive feedback more. Mediation analysis revealed that AfL partially mediated the relationship between teacher feedback and learning approaches. These findings highlight the importance of embedding AfL practices in classrooms and strengthening feedback literacy to shift learners beyond rote memorization towards deeper understanding and critical thinking. Overall, the study provides empirical evidence from a developing country context and helps clarify how feedback processes operate within existing assessment practices in higher education settings within contemporary teaching and learning environments in Pakistan.