Abstract
The research develops and theoretically substantiates a model for developing stress resilience in students within a university’s digital educational environment. The structure of the model is represented by four interconnected and interdependent components: the target component (determining the strategic direction of the process), the content component (revealing cognitive, emotional-regulatory, and behavioral blocks of stress resilience development), the technological component (represented by a system of adaptive-preventive technologies), and the performance-evaluation component (including criteria and levels for assessing stress resilience). Special attention is given to innovative adaptive-preventive technologies as the instrumental basis for developing stress resilience, including: monitoring of psycho-emotional states, interactive trainings and virtual simulators, intelligent systems for filtering information flow, and workshops on digital hygiene. The study identifies and scientifically substantiates pedagogical conditions for developing students’ stress resilience in a university’s digital educational environment: creating a psychologically safe digital educational environment; integrating health-preserving technologies into the digital educational process; providing psychological and pedagogical support for students; and developing adaptive capabilities of learners in the digital educational space. The proposed model ensures systematicity, continuity, and effectiveness in the process of developing stress resilience, contributing to the development of students’ competencies for effective functioning in a digital educational environment while maintaining psychological well-being.