This study focused on the influence of pedagogical reform implementation on competence-based education and training adoption readiness among public universities in Northern Uganda while considering the moderating role of supportive resources. The specific objectives of the study were to examine the relationship between pedagogical reform implementation and competence-based education and training (CBET) adoption readiness among public universities in Northern Uganda; to establish the relationship between supportive resources and competence-based education and training adoption readiness among public universities in Northern Uganda; and to determine the moderating effect of supportive resources on the relationship between pedagogical reform implementation and competence based education and training adoption readiness among public universities in Northern Uganda. Primary data was collected using a structured questionnaire, in which 243 staff members responded out of a sample size of 433 across different staff categories. The study adopted a cross-sectional survey design. The collected data was examined using the Statistical Package for the Social Sciences (SPSS) version 26. The results showed a positive correlation between pedagogical reform implementation and CBET adoption readiness. Furthermore, the results showed that supportive resources and CBET adoption readiness are positively correlated. The regression result revealed that supportive resources significantly enhanced CBET adoption readiness, while pedagogical reform implementation had no significant effect, and the moderation analysis revealed that supportive resources significantly moderated the relationship between pedagogical reform implementation and CBET adoption readiness (ΔR² = 0.0254, F = 7.0794, p = .0083). Thus, based on these results, increasing CBET adoption readiness among public universities in Northern Uganda requires pedagogical reform implementation strengthened by supportive resources. The study, therefore, recommends that these universities institutionalise these reforms through departmental teaching policies. The NCHE should, thus, organise national symposia, training workshops and benchmarking tours for lecturers and administrators across public universities. The Ministry of Education and Sports (MoES) should increase funding allocations for the implementation of the competence-based education and training, among other measures