This article analyzes the theoretical and practical aspects of the role-playing game methodology based on the constructivist educational paradigm. The study studies the main principles of the constructivist theory and the compatibility of the role-playing game methodology with this paradigm. The article analyzes the pedagogical possibilities of role-playing games in the context of the theories of J. Piaget's cognitive constructivism, L. Vygotsky's social constructivism and J. Dewey's pragmatic constructivism. The study found that the role-playing game methodology fully supports the main principles of the constructivist educational paradigm - active knowledge construction, social communication, personal experience and reflexive thinking. The article examines in detail the process of knowledge construction through role-playing games, the practical application of social constructivism and methods of stimulating students' cognitive activity. The research conclusions emphasize the strategic importance of the methodology of role-playing games based on the constructivist approach in the modern educational process and suggest ways of practical implementation.