The accelerating pace of technological change and the continual renewal of professional practices increase the demand for specialists who can learn rapidly, reskill, and operate under uncertainty. In this context, a growth mindset was viewed as a core cognitive and motivational frame that supports engagement with complex tasks, readiness for iterative improvement, and a constructive approach to mistakes, in contrast to a fixed mindset that foregrounds “innate ability” and increases the risk of avoidance behaviours. The aim of this article was to provide a theoretical and conceptual rationale for the relevance of a growth mindset in conditions of technological change, to analyse the psychological mechanisms underlying fear of mistakes, and to formulate principles of pedagogical support for fostering growth mindset in higher education. The study combined a narrative review, a targeted literature search across academic databases, interpretive synthesis of selected sources, and analysis of generalised authorial observations from teaching practice. The findings showed that fear of mistakes may suppress participation, initiative, and engagement with complex tasks because error was often experienced as socially exposing and personally costly. The study demonstrated that growth mindset cannot be sustained by verbal explanation alone and requires an educational environment that lowers the subjective cost of being wrong. A set of pedagogical principles for supporting a growth mindset was proposed, including normalising mistakes as part of learning, providing process-focused feedback, fostering psychologically safe interactions, systematically reinforcing key growth mindset ideas, and scaffolding self-regulation through staged completion of complex tasks. The article’s practical contribution lay in the feasibility of integrating these principles across disciplines and formats, including project-based learning, to strengthen students’ readiness to learn in conditions of continuous change

implicit theories of ability; social-evaluative threat; loss avoidance; academic avoidance; self- regulated learning; error-tolerant learning environment; higher education