Abstract:

Military higher education institutions face the increasing challenge of preparing future officers for operational environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). Traditional leadership models have historically emphasized resilience as the capacity to recover from adversity. However, contemporary operational demands require leaders capable not only of resisting disruption but of improving performance when exposed to stress.

This study presents the pedagogical design and early implementation of the Antifragile Leadership Resilience Training (ALRT) programme at the Portuguese Naval Academy. This innovative intervention shifts the focus from mere coping strategies to antifragility—the ability of individuals to grow stronger through volatility. The programme integrates insights from positive psychology, the VIA character strengths framework, and cognitive-behavioural approaches.

Pedagogically, ALRT employs a hybrid methodology: short theoretical modules combined with experiential learning, including mindfulness, reflective exercises, and applied decision-making scenarios. A core component is the integration of the SPACE model for emotional regulation in high-pressure maritime contexts. The intervention is embedded within the broader curriculum and validated through practical exercises in simulation environments.

This paper describes the conceptual foundations, the pedagogical architecture, and the challenges of integrating psychological training into traditionally technical military curricula. Preliminary findings discuss the transition from theoretical knowledge to practical application in operational settings. By reframing resilience through the lens of antifragility, the programme offers a new paradigm for professional education in high-uncertainty contexts.

Keywords:

Leadership education, Antifragility, Psychological resilience, Military higher education, Emotional regulation, Situational awareness, Leadership training, Professional military education.