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Abstract
The article presents a theoretical and empirical justification for the author’s neuropedagogical model aimed at fostering psychological safety. This model is adapted explicitly to environments marked by catastrophes, such as during wartime. The article aims to integrate neuroscientific insights into stress regulation with humanistic educational practices. This integration seeks to strengthen the emotional stability and resilience of students at the university level. The research methodology adopts an interdisciplinary approach. It incorporates resilience scales (CD-RISC), psychological flexibility (AAQ-II), empathy (TEQ), and anxiety assessments (STAI), alongside interviews and qualitative content analysis. A total of 328 students from frontline and central-western regions of Ukraine participated in the formative diagnostic experiment. The findings show a statistically significant increase in resilience, a decrease in anxiety, and an improvement in emotional self-regulation among the experimental groups (p < 0.01). These outcomes confirm the effectiveness of the proposed model. The originality of the investigation is based on the development of a holistic, modularly structured neuropedagogical framework. This structure incorporates physical stabilisation, neurosensory integration, cognitive reconfiguration, and social reasoning. It not only addresses the shortcomings of traditional education during crises but also creates conditions for restoring subjectivity. The latter is viewed as an ontological resource for dignity, resistance, and personal growth. Finally, the article explores key neuroscientific approaches to understanding resilience. It introduces the authors’ model of neuropedagogical intervention and presents the outcomes of a pedagogical experiment conducted among Ukrainian students living in regions with differing levels of security threat. This article is intended for researchers, educators, psychologists, and professionals in political and humanitarian fields interested in shaping a new humanistic epistemology of education under conditions of existential instability.