In the era of digital transformation, the role of emotional stability in the professional development of preschool teachers has gained prominence. Emotional stability serves as a foundational psychological attribute enabling resilience, adaptive functioning, and effective pedagogical performance. This study addresses the problem of insufficient emotional resilience among students of pedagogical specialties in the context of increasing digitalization of education. The aim is to design and test a structural-content model for the development of emotional stability, combining psychological, pedagogical, and technological approaches.

The research employed theoretical analysis, graphical modeling, diagnostic testing with the Emotional Stability Inventory (adapted to future preschool educators), and a formative experiment based on Fisher’s criterion. The study involved 165 bachelor students from Abai and Auezov universities, divided into control and experimental groups. The results revealed that while both groups initially demonstrated predominantly medium levels of emotional stability, the experimental group, after the model’s implementation, showed significant improvements in self-regulation, resilience under stress, impulse control, and positive outlook.

The findings confirm that purposeful integration of digital tools with reflective and practice-oriented methods enhances emotional competence, reduces burnout risk, and fosters psychological well-being. The structural-content model ensures the integration of cognitive, motivational, activity-based, and reflexive-analytical components, forming a holistic framework for professional and personal growth. The study concludes that targeted pedagogical interventions in the digital environment effectively contribute to the sustainable development of emotional stability, which is a critical professional quality for modern preschool educators.