DIGITAL MONITORING OF STRESS RESILIENCE IN STUDENTS OF PEDAGOGICAL SPECIALTIES USING SMART DEVICES: METHODOLOGY AND PEDAGOGICAL EFFECTS

The aim of this article is the theoretical and empirical justification for the use of digital technologies in monitoring the stress resistance of students enrolled in pedagogical specialties during their professional training. With the rising level of academic and social stressors in educational settings, finding scientifically grounded instruments for early detection of fatigue and emotional burnout has become an urgent task. This paper explores a methodology utilizing wearable smart devices for continuous biometric data collection, reflecting students' psychophysiological states (heart rate, heart rate variability, sleep indicators, and physical activity). In the pilot study conducted among students enrolled in pedagogical specialties, data from 72 participants divided into control and experimental groups were analyzed. Correlation analysis methods and distress evaluation scales were employed for data interpretation. Results confirmed a statistically significant relationship between decreased HRV and increased subjective feelings of emotional exhaustion. Based on smartwatch-derived data, a pedagogical intervention model was proposed, encompassing recommendations on sleep hygiene, workload management, and mindfulness practices. The practical significance of this study lies in the development of methodological recommendations for lecturers and academic supervisors regarding the integration of digital monitoring into psychological and pedagogical student support systems. This methodology can be incorporated into university educational environments as part of the digital transformation, fostering the development of stress-resilient future educators.