In a context marked by global threats and rapid socio-ecological transformations—including natural disasters, climate change, and armed conflicts—developing adaptive capacity has become essential for individual and collective wellbeing. Key competencies such as flexibility, critical thinking, and the ability to form supportive social networks have been identified as foundational for navigating uncertainty (Chapin et al., 2009). Research suggests that structured and scaffolded learning experiences can effectively foster these competencies (Spellman et al., 2016).
This study examines the implementation and impact of a university-based resilience education program delivered to undergraduate psychology students at the Catholic University of Croatia. The program aimed to promote the acquisition and internalization of resilience-related competencies through experiential and reflective learning. A mixed-methods design was employed, including both open-ended questions and standardized quantitative measures administered pre- and post-intervention. Variables assessed included general knowledge of resilience, perceived stress, wellbeing, self-care, self-compassion, and interpersonal functioning.
Preliminary results indicate meaningful improvements in both self-reported practices and conceptual understanding, suggesting that resilience can be effectively cultivated through targeted educational interventions. These findings contribute to the growing evidence base supporting the integration of resilience education in higher education settings, and offer implications for the design of curricula that aim to equip youth with the skills needed to face contemporary challenges.