In the context of the transformation of higher education, accompanied by digitalization and increased professional requirements, the problem of the psychological health of university teachers is becoming particularly relevant. In this regard, the study of resilience as a personal resource that supports the psychological stability and professional well-being of teachers is of particular importance. The purpose of this study is to analyze the level and structure of resilience of university teachers, as well as to identify its features depending on socio-demographic characteristics as a factor related to psychological health. Methodology and methods. The study was carried out within the framework of a cross-sectional design using quantitative methods. The data was collected through an online survey on the Google Forms platform. The study involved 483 university teachers aged 18-73 years. To assess resilience, S. Muddy's adapted methodology was used.The data was processed using descriptive statistics, the Kronbach internal consistency coefficient, as well as parametric and nonparametric comparative analysis methods. The level of statistical significance was assumed to be p < 0.05. The results of the study showed that the resilience of most teachers is at an average level. The most pronounced component is engagement, while risk-taking is the least pronounced. There were no gender differences in the level of resilience and its components, but age differences were found in individual components, which indicates the variability of the structure of resilience at different stages of professional development with relative stability of the integral indicator. The scientific novelty lies in the identification of structural and age-related features of the resilience of university teachers in modern conditions. The practical significance is determined by the possibility of applying the results in the development of psychological support and burnout prevention programs aimed at developing engagement, subjective control and adaptation to changes in the educational environment.