This paper reconceptualizes aural skills instruction as a plurality of teaching methods, in which listening, singing, analysis, improvisation, and digital tools function as components of a unified pedagogical framework. Building on recent work in music cognition and digital musicology, as well as on classroom-based research on sight singing and ear training, this paper places particular emphasis on audiation as a central cognitive process underlying all aural skills development. Using case studies from undergraduate and graduate aural skills courses in the United States, the paper demonstrates how traditional approaches (solfège, dictation, identification of harmonic progressions, etc.) can be productively integrated with technological tools such as SmartMusic, SingSnap, and MusicDictation.app, as well as with creative practices including improvisation. These approaches not only enhance student motivation and engagement, but also significantly improve performance outcomes and audiation abilities, as evidenced by both experimental data and student reflections. The paper further argues that aural skills pedagogy benefits from treating different modes of musical engagement – aural perception, symbolic representation, and creative production – as parts of a methodological plurality. For example, staged transcription exercises that move from memory-based recall to solfège realization and multi-key notation foster deeper internalization of musical structures, while technology-supported feedback environments enable independent and iterative learning processes. By situating aural skills instruction within the broader discourse of methodological pluralism, this study contributes to current debates in music theory pedagogy and proposes a model in which aural skills, music theory, music history, performance, and other creative approaches are not treated as separate domains, but as mutually reinforcing dimensions of musicianship. Ultimately, teaching aural skills via a methodological plurality equips students with more flexible, reflective, and transferable musical competencies, bridging the gap between theory, practice, and emerging digital learning environments.