The research aims to develop scientific and pedagogical recommendations for improving the educational training of social workers during their higher education in the context of implementing lifelong learning. According to the authors, one of the main professionally significant qualities of a social worker is their stress management competence. The novelty of this research lies in the differentiation of the formation of stress resistance as a professionally significant quality in future social workers, implying that the educational component of this process will be focused on ensuring that teachers and students are given a choice of forms and types of activities. The main discipline is “Prevention and overcoming of professional deformations,” in which students receive theoretical knowledge about stress resistance as one of the key professional qualities of a social worker. The criteria of stress resistance as a professionally significant quality in future social workers are cognitive, motivational-value, emotional-volitional, and behavioral-activity. The main conclusion of this research is that the existing pedagogical approach to training university students in social work does not sufficiently develop their competence in stress resilience, which is a significant gap in their professional education and hinders their future employment. To address this issue, the authors developed a model for cultivating stress resilience as a professionally significant quality for social workers. The proposed model supports the implementation of the concept of lifelong learning in the education of social workers.