Abstract
The development of methodological competence among university instructors is a key factor in improving the quality of higher education and adapting to modern educational challenges. This study explores the structure, components, and levels of methodological competence, emphasizing the need for continuous professional development. A mixed-methods approach was employed, combining theoretical analysis with a review of the best global practices. The findings suggest that methodological competence encompasses pedagogical knowledge, research skills, adaptability,and innovation. The study also proposes a five-level classification system to assess instructors' methodological competence. Enhancing this competence through targeted professional development and digital learning strategies is crucial for improving teaching effectiveness and student outcomes in higher education.