<p>This study examines the mediating role of digital transformation in the relationship between hygiene and motivator factors and job satisfaction among academic faculty in higher education. Grounded in Herzberg’s Two-Factor Theory and further informed by Maslow’s Hierarchy of Needs, Vroom’s Expectancy Theory, and the Job Demands-Resources (JD-R) Model, the study offers a comprehensive theoretical framework. A quantitative design employing stratified random sampling was used to collect data from 456 faculty members at the University of Jordan, and Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to test the hypothesized relationships. The findings reveal that motivator factors (e.g., autonomy, recognition, professional growth) have a stronger impact on job satisfaction than hygiene factors (e.g., salary, workload, leadership support). Digital transformation mediates these relationships by amplifying motivators and reducing dissatisfaction through automation, flexibility, transparency, and increased professional autonomy. Demographic variables (age, gender, academic rank) moderate these dynamics: younger faculty value growth and autonomy; older faculty prioritize stability and workload balance; male faculty emphasize extrinsic rewards, while female faculty seek a balance of intrinsic and extrinsic motivators. By explicitly aligning digital transformation with Herzberg’s framework, this study offers theoretical clarity and practical recommendations, including the use of digital platforms to enhance faculty engagement, reduce administrative stress, and enable targeted leadership strategies that meet diverse faculty needs.</p>