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.