For centuries, engineering has been taught based on diverse educational paradigms, with a remarkable predominance of traditional approaches. During the last decades, new educational paradigms and didactic strategies have arisen. Nevertheless, it was not always the case that engineering educators had a clear understanding of a paradigm or a strategy being used. Thus, after an exhaustive review of literature, this paper presents a guide for engineering educators that shows how the multiple didactic strategies are classified within the four educational paradigms found in engineering education (positivism, constructivism, socio-critical and communicative-critical).