Descriptive statistics were used to assess the principal study dimensions, while appropriate inferential procedures were employed to examine relationships between digital transformation and higher education quality and to test differences associated with gender and professional experience. The results indicate that digital transformation contributes positively to educational quality by strengthening academic interaction, facilitating access to learning resources, supporting assessment processes, and improving the efficiency and responsiveness of university services. The findings further demonstrate a statistically significant relationship between digital transformation and perceived higher education quality. In contrast, differences associated with the examined demographic variables were not substantial, suggesting broad agreement among faculty members concerning the educational importance of digitalization. The study concludes that effective digital transformation requires more than technological infrastructure; it also depends on institutional strategy, digital competence, organizational readiness, data governance, and continuous professional development. Universities should therefore adopt integrated digital policies aligned with academic objectives, quality standards, and the evolving needs of students and the labor market.