Abstract
Thearticle presents apsychological and pedagogical model fordeveloping career resilience inuniversity students inthe context ofthe digital transformation of education. Thestudy fills an existing gap ineducational practice bydeveloping an integrated approach thatcombines psychological principles ofresilience with pedagogical strategies adapted todigital educational environments.Theempirical study covered287students from various specialitiesand32teachers froma leading university. Using aset ofmethods(theoretical analysis,a45-question survey,standardized methods fordiagnosing resilience anddigital competence, pedagogical observation,and focus groups of24participants),the authors identified andvalidated four structural components ofcareer resilience:adaptive flexibility to labor market changes,digital competence,emotional resilience to professional uncertainty,and proactive career planning.Using a combination ofquantitative andqualitative methods(an original questionnaire on career resilience,standardized instruments such as the CAAS,RS-14,PAS,andDLA,focus groups, and classroom observation), four key components ofcareer resilience were identified.The four-module model developed was implemented aspart ofan experimental study with a control group.The results showed a statistically significant improvement(p < 0.001)across all components in the experimental group: adaptive flexibility(+47%),digital competence(+50%),emotional resilience(+45%),proactive career planning(+64%),and overall career resilience(+52%).The effect persisted after4months at a level of97.9%. The results confirm the effectiveness of the proposed model forenhancing students’ career resilience ina digital educational environment.Thestudy increases theability ofgraduates toadapt tolabor market volatility and technological transitions and has direct practical applications for higher education institutions in the context ofpersonnel training requirements in the digital economy.