This article is devoted to a theoretical study of the formation of digital resilience in adolescents. In particular, it examines a cyclical model that describes how online risks are transformed into resources for personal and spiritual development acquired through overcoming challenges (e.g., emotional stability, adaptability, self-confidence). An analysis of contemporary international and national literature revealed that digital resilience is predominantly understood in scholarly discourse as an individual’s ability to adaptively respond to digital threats. However, there is a lack of holistic approaches that explain the mechanisms by which negative online experiences are transformed into positive outcomes (resources). Key coping strategies identified in scientific research are highlighted. Four consecutive stages of resilient transformation are outlined, which may be applied in adolescence and foster the development of self-regulation: from problem recognition to the practical implementation of actions and decisions aligned with environmental conditions. It is noted that these stages may partially overlap, recur at the micro level, and be accompanied by feedback loops, ensuring successful interaction and enhancing further reflection through the growth of adolescents’ self-efficacy. The active implementation of IT technologies in education only reinforces the relevance of this research. Thus, the results obtained demonstrate the formation of a dynamic resource complex that ensures an adolescent’s transition to a higher level of functioning after a digital crisis. This work lays the theoretical foundations for further empirical studies and the development of practical methods aimed at fostering digital resilience in the educational process, starting from primary school age.
Usar et al. (Wed,) studied this question.