The relevance of this study is determined by the increasing psycho-emotional load on university students in the context of digitalization of higher education and the need to develop effective psychological mechanisms of adaptation. While the digital educational environment expands learning opportunities, it also increases demands on students’ self-regulation, emotional stability, and stress resilience.

The methodological framework of the study is based on systemic, personality-activity, and regulatory approaches, Lazarus’s transactional stress theory, Morosanova’s concept of conscious self-regulation, and Hobfoll’s conservation of resources theory. The sample consisted of 80 students enrolled in the “Pedagogy and Psychology” educational program at M. Auezov South Kazakhstan University and Zhanibekov South Kazakhstan Pedagogical University, divided into experimental and control groups. Validated psychodiagnostic tools were used to assess stress resilience, anxiety, self-regulation, and coping strategies. During the formative stage, a stress resilience development methodology was implemented, including digital psychoeducational modules, online self-regulation training sessions, and reflective tasks.

The results demonstrated a statistically significant increase in stress resilience levels in the experimental group compared to the control group (p ≤ 0.05), along with a decrease in situational anxiety and an increase in adaptive coping strategies. The findings confirm that students’ stress resilience is a dynamic personal characteristic that can be purposefully developed within a digital educational environment. The scientific novelty of the study lies in identifying key psychological regulators of stress resilience and substantiating the developmental potential of the university digital educational environment. The practical significance is associated with the possibility of applying the proposed methodology in the psychological services of higher education institutions in the Republic of Kazakhstan.