The main purpose of the study was to determine the effect of utilization of visual and auditory digital instructions in facilitating Students’ problem-solving skills. This study examines the level of visual and auditory digital instructions in facilitating students’ problem-solving skills in terms of content and elements; the level of students’ problem-solving skills; and the effect of content and elements of visual and auditory digital instructions to students’ problem-solving skills. The study employed descriptive research to assess the influence of visual and auditory digital instructions on problem-solving skills. Purposive sampling technique was used to 78 Grade 9 students at Lowland Integrated National High School. Descriptive and inferential statistics, including weighted mean formula, standard deviation to measure both the validity of the instructional methods and the level of students' problem-solving skills, and T-test, were utilized to analyze the gathered data and determine the effect of the instructions on students' problem-solving skills. The level of visual and auditory digital instructions in terms of content and elements ranged from high to very high among the respondents. In addition, the students demonstrate satisfactory to outstanding problem-solving skills with a multi-structural level of logical reasoning, critical thinking, and analytical skills. And it indicates that the content and element of visual and auditory digital instructions shows a significant effect on students’ problem-solving skills. It is implied that the visual and auditory digital instructions have significant effect on the learners’ problem-solving skills. The students showed multi-structural level of problem-solving skills. Also, they exhibited relational level of logical reasoning, relational level of critical thinking and relational level of analytical skill. The findings indicate that the content of visual and auditory digital instructions influenced students’ problem-solving skills. Similarly, it indicates that the element of visual and auditory digital instructions influenced students’ problem-solving skills. Therefore, facilitating students through visual and auditory digital instructions improves students’ problem-solving skills. With the confirmation of a significant effect of visual and auditory digital instructions on students' problem-solving skills, it is imperative for students, teachers, and future researchers to harness the potential of visual and auditory digital instructions to optimize problem-solving outcomes. As such, educators should adopt a multimodal approach to instruction; learners may engage not only with interactive multimedia components, audiovisual presentations, and simulations but also with visual and auditory digital instructions; and encouraging collaborative research endeavors and partnerships between academia, industry, and technology providers can drive innovation in digital instructional design.