This paper addresses the growing significance of personality-oriented technologies in higher education, particularly in times of crisis such as martial law in Ukraine. The research focuses on analyzing the application of digital tools, adaptive learning platforms, and AI-based educational resources to enhance individualized learning processes and support student engagement. The main aim of the study is to assess the impact of these technologies on students’ motivation, academic outcomes, and adaptability during challenging periods. A mixed-methods approach was employed, combining quantitative and qualitative methods, including the analysis of survey data collected from 300 first-year students at Zhytomyr Polytechnic State University. The results show that while students widely utilize digital content and interactive platforms, the application of adaptive learning technologies and AI-driven tools remains limited. Students prefer independent learning modes and show moderate interest in mental health support services. The findings underline that the integration of personality-oriented technologies can significantly enhance learning efficiency, motivation, and self-directed learning skills. However, the implementation faces challenges related to limited engagement with adaptive tools and varying levels of digital literacy. The practical relevance of the study lies in offering pathways for educational institutions to better align digital solutions with diverse student needs. The theoretical contribution includes expanding the understanding of how personality-oriented technologies function in crisis-affected higher education environments and how they can be optimized for future resilience.