Abstract
The aim of the study is to identify and systematize the paradigmatic correlation of teaching methods for practical use by modern educators in universities. The article identifies and examines the prevailing pedagogical paradigms in the contemporary educational environment, specifically the technocratic, person-centered, and competency-based paradigms. It describes the characteristics of modern teaching methods in relation to pedagogical paradigms and provides recommendations to university teachers on consciously choosing instructional constructs for the educational process. The scientific novelty of the research lies in attempting for the first time to systematize and logically structure the correlation of teaching methods used by i university teachers with modern pedagogical paradigms. As a result of the study, more or less rigid paradigmatic connections of modern instructional constructs have been identified, with some teaching methods being "linked" to one paradigm, while others are associated with two pedagogical paradigms.
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