This narrative theoretical review examines how stress resilience and tolerance of uncertainty contribute to students’ adjustment to digital learning. Peer-reviewed studies on academic stress, resilience, intolerance of uncertainty, psychological flexibility, digital literacy, and online learning were considered. The reviewed evidence suggests that the two resources perform distinct but complementary functions: tolerance of uncertainty shapes the initial appraisal of ambiguous digital demands, whereas resilience supports continued activity and recovery after difficulties. A conceptual sequence of digital adjustment is proposed, including appraisal of the demand, emotional response, mobilization of personal and environmental resources, coping choice, and accumulation of digital self-efficacy. The sequence is theoretical and requires empirical testing in Kazakhstani university samples. The practical implications concern psychological support, course design, digital literacy, and predictable institutional communication.