In the digital age, university students’ sustained academic engagement and strong learning resilience in the face of increasing academic pressure and complex campus challenges are essential to the attainment of substantial academic achievement. At present, how to enhance students’ academic engagement and foster learning resilience has become a pressing issue for educational administrators. Although previous studies have examined multiple factors influencing learning engagement and resilience, they have largely emphasized the isolated effects of psychological traits on individual learning performance while overlooking the complex possibility that perceived external contexts, such as the learning environment, learning climate, and social relationships, may jointly shape learning resilience through psychological and emotional regulatory mechanisms. Therefore, this study focuses on the interaction among external contexts, internal affective drivers (self-efficacy and perceived campus belonging), and learning resilience. Using questionnaire surveys and data analysis, this study examines the extent to which external contexts influence self-efficacy and perceived campus belonging, explores whether the mediating role of internal affective drivers affects the development of learning resilience, and constructs a “learning context-affective drivers-learning resilience” model to identify effective pathways for fostering students' learning resilience and provide recommendations for optimizing educational management.