Assessment and Practice in Educational Sciences 3092-717X In Press 2026 11 01 Developing a Digital Resilience-Based Curriculum for Students: An Analysis of Ontological Foundations and Cognitive–Behavioral Implications Developing a Digital Resilience-Based Curriculum for Students: An Analysis of Ontological Foundations and Cognitive–Behavioral Implications 1 13 10.61838/japes.282 EN Journal Article 2026 02 06 <p>The present study aimed to develop a digital resilience-based curriculum for students through an analysis of its ontological foundations and cognitive–behavioral implications in order to provide a comprehensive framework for enhancing students’ adaptive capacities in contemporary digital learning environments. This study employed a qualitative exploratory design using thematic analysis and curriculum development methodology. The participants consisted of 24 experts from Tehran, including university faculty members in curriculum studies, educational psychologists, educational technology specialists, school counselors, and educational policymakers, who were selected through purposive criterion-based sampling. Data were collected through semi-structured interviews and document analysis of relevant scientific literature, policy documents, digital literacy frameworks, and educational technology standards. Interviews were transcribed verbatim and analyzed using Braun and Clarke’s six-step thematic analysis procedure. To ensure trustworthiness, member checking, peer review, audit trails, and data triangulation techniques were applied. MAXQDA 2024 software was used to facilitate coding, categorization, and thematic synthesis. The analysis revealed that digital resilience is a multidimensional construct consisting of four interconnected dimensions: ontological foundations, cognitive competencies, behavioral competencies, and curriculum design components. The behavioral dimension emerged as the most influential domain, emphasizing self-regulation in online environments, responsible technology use, safe digital behavior, and coping with digital risks. The cognitive dimension highlighted critical digital thinking, information evaluation and verification, digital problem-solving, and cognitive flexibility as essential competencies for resilient engagement in digital contexts. The ontological dimension underscored the importance of human agency, adaptive interaction with technology, digital identity formation, and ethical responsibility in cyberspace. The final curriculum framework integrated educational objectives, learning content, instructional strategies, learning activities, and authentic assessment methods designed to promote digital adaptability, ethical awareness, critical thinking, and responsible participation in technology-mediated environments. The findings indicate that digital resilience should be conceptualized as a holistic educational outcome that extends beyond technological proficiency and encompasses philosophical, cognitive, behavioral, and ethical dimensions of student development. The proposed curriculum framework provides a theoretically grounded and practically applicable model that can support students’ ability to navigate digital challenges, adapt to technological change, and participate responsibly in increasingly complex digital societies. Integrating digital resilience into curriculum planning may contribute to improved educational effectiveness, learner well-being, and long-term adaptability in the age of artificial intelligence and digital transformation.</p> https://www.journalapes.com/index.php/apes/article/download/282/284