Pedagogical Strategies for Enhancing Academic Resilience and Self-Regulated Learning among University Students: Fostering the Capacity to Overcome Academic Challenges

University students must respond to disappointing assessments, complex tasks, and competing demands while sustaining purposeful learning. This conceptual article examines how pedagogy can connect academic resilience with self-regulated learning (SRL). A selective integrative review brings together foundational accounts of resilience and cyclical self-regulation, a university-specific resilience measure, formative-feedback theory, and two higher-education meta-analyses. The synthesis distinguishes recovery under adversity from routine academic buoyancy and from achievement alone. It proposes the original REPAIR framework: Recognize the setback, Establish a feasible goal, Plan a strategy, Act with support, Inspect evidence, and Revise and re-engage. Each phase links a classroom practice to an observable learning artifact and an instructional response. The framework treats recovery as a supported process rather than a fixed student attribute. Its anticipated mechanisms include improved task interpretation, strategy monitoring, help-seeking, and opportunities to use feedback. These are theoretical propositions, not demonstrated effects of the framework. A feasible evaluation would combine repeated task evidence, adversity-sensitive outcomes, and student accounts while monitoring unequal access to support. The article concludes that resilience-oriented teaching requires both explicit regulation instruction and institutional conditions that make adaptive action possible.