The increasing reliance on digital technologies in higher education has significantly transformed teaching and learning practices, highlighting the distinct roles of research- and teaching-oriented faculty in digital pedagogy. Researchoriented faculty contribute to active digital learning by promoting critical thinking, problem-solving, and collaborative activities. Their use of innovative digital tools encourages intellectual curiosity and engagement but may sometimes overwhelm students with complex materials. In contrast, teaching-oriented faculty excel in structuring passive digital learning through clear and accessible content delivery, fostering knowledge acquisition. However, their emphasis on structured approaches can limit opportunities for interactive engagement. This study investigates the impact of these contrasting academic profiles on students' learning experiences in digital environments. Using a mixed-methods approach, it explores how active and passive learning modes align with faculty strengths, shaping academic outcomes and student perceptions. Findings indicate that research-oriented faculty inspire scientific exploration and independent inquiry, while teaching-oriented faculty create supportive, accessible learning environments. Students value the strengths of both profiles but emphasize the need for a balanced approach that integrates structure with critical engagement. The study underscores the importance of professional development programs that encourage faculty to transcend traditional boundaries, equipping research-oriented faculty with pedagogical strategies and teaching-oriented faculty with interactive tools. Institutions must also adapt digital platforms to support diverse teaching styles, fostering inclusive and dynamic pedagogy. By bridging the gap between research and pedagogy, this study highlights the potential for hybrid approaches in the digital era, enabling faculty to optimize the benefits of digital learning for a diverse student body.