Digitalization is widely promoted as a means to enhance faculty development, yet in resource-constrained regions like Northwest China, structural inequalities persist. This qualitative case study examines how national policy, institutional capacity, and faculty agency interact to shape digital support in higher education. Drawing on institutional records and interviews with faculty from two universities, the study reveals stark disparities in funding, infrastructure, and training strategies. Research-intensive institutions benefit from policy-backed resources and expert-led programs, while regional universities rely on low-cost lectures and collaborations. Faculty report limited autonomy, disciplinary biases, and insufficient support for emerging technologies such as artificial intelligence. In this regional context, these findings challenge assumptions of resource neutrality and technological determinism in digital education policy. The study proposes a governance-oriented framework that emphasizes institutional responsibility, faculty empowerment, and context-sensitive digital strategies. It offers insights for policymakers and institutions seeking to advance equitable and sustainable faculty development in digitally transforming higher education systems.