PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF STUDENTS' PSYCHOLOGICAL RESILIENCE TO NEGATIVE INFORMATIONAL INFLUENCE

Abstract

In the context of the rapid growth of information flows and the increasing destructive influence of the digital environment, the issue of developing psychological resilience of an individual becomes particularly significant. The study is aimed at the theoretical substantiation and experimental verification of pedagogical conditions for the development of students’ psychological resilience to negative informational impact. The aim of the study was to evaluate the effectiveness of pedagogical conditions aimed at developing students’ ability to critically perceive information, maintain emotional balance, and withstand stress. To achieve this aim, the following tasks were addressed: revealing the essence of the pedagogical conditions, designing and implementing a comprehensive training program, and analyzing the results of the formative experiment. The methodological basis included systemic and activity-based approaches; methods of observation, interviews, testing, and statistical data processing (SPSS Statistics 23.0) were applied. The experimental results confirmed the effectiveness of the proposed model, manifested in the increased levels of neuropsychological stability, critical thinking, and information-handling skills among students in the experimental group. The developed model is characterized by integrity, gradual implementation, and adaptability, providing optimal conditions for the formation of resilience to negative informational influences. The scientific novelty of the study lies in clarifying the conceptual and structural-content characteristics of students’ psychological resilience. The practical significance is determined by the possibility of applying the model and program in higher education to enhance students’ informational and psychological security and to improve pedagogical support in the digital learning environment.