The field has witnessed an exponential growth of research on feedback in L2 writing, providing numerous principles to guide teachers’ practices. More recently, there has been increasing attention to the notion of teacher feedback literacy, which focuses on the competencies that L2 writing teachers need in order to implement effective feedback in their classrooms. Despite these developments, feedback remains one of the most daunting challenges for L2 writing teachers. Research, along with anecdotal evidence, suggests that teachers may lack the necessary literacy to effectively utilize feedback in their writing classrooms. In this presentation, I take stock of what we have learnt from extant research on feedback in L2 writing, which significantly contributes to our understanding of L2 writing teacher feedback literacy. Building on lessons from the past, I envision the preparation of future-ready, feedback literate writing teachers who possess the strategies to navigate the evolving landscape of education that is characterized by the emergence of AI tools such as ChatGPT. By empowering teachers to be feedback literate in the era of artificial intelligence, they will acquire the necessary competences to tackle the multifarious challenges arising from a future world where AI is poised to assume an increasingly dominant role.