The rapid digitization of society has significantly reshaped the learning orientations of contemporary college students, often described as digitally native learners. Traditional teacher-centred pedagogies, grounded in lecture-based instruction, are increasingly misaligned with the cognitive styles and engagement preferences of this generation. This paper examines the pedagogical transition from conventional classroom practices to dynamic, cloud-supported teaching models in higher education. Drawing on contemporary pedagogical theory and digital learning frameworks, the study analyzes blended learning, flipped classrooms, micro-learning, and collaborative cloud-based environments as effective strategies for engaging digitally native learners. The paper argues that dynamic pedagogies foster learner autonomy, critical thinking, and sustained engagement when technology is integrated as a pedagogical catalyst rather than a mere instructional tool. The study concludes by emphasizing the need for institutional support and pedagogical redesign to ensure meaningful and inclusive digital learning experiences.