Digital Didactic Sequencing and Phonological Learning in Basic General Education

Although phonological learning is an essential component for the initial acquisition of reading and writing, and although educational institutions have incorporated digital resources to support these processes, limitations still persist in the way digital didactic sequences are planned and implemented in Basic General Education. The research aimed to analyze how digital didactic sequencing is used by Basic General Education teachers to promote phonological learning in students from five educational institutions in the city of Cuenca. The study used a qualitative descriptive approach through interviews with 72 teachers from five educational institutions in Cuenca. The data were analyzed through thematic analysis with coding and the support of the Atlas.ti software. Teachers use digital didactic sequences with interactive resources, phonological games, and educational platforms. These strategies promote student motivation, sound recognition, syllabic segmentation, and the progressive strengthening of phonological learning. Digital didactic sequencing strengthens phonological learning by organizing progressive activities with interactive resources. Its implementation requires teacher training, technological access, and pedagogical planning that integrates linguistic content and digital tools.