Recent studies in higher education indicate that the educational value of artificial intelligence (AI) depends not only on availability of digital tools, but also on lecturers’ preparedness to apply them in pedagogically appropriate, ethically responsible, and contextually relevant ways. This study evaluated an AI-enabled Continuous Professional Development (CPD) intervention aimed at strengthening AI-Technological Pedagogical and Content Knowledge (AI-TPACK) and Competence-Based Education and Training (CBET) implementation in humanities and language education at a public university in Uganda. Using a mixed methods pretest–posttest design, 40 lecturers participated in a one-week blended CPD programme delivered via the university learning management system and supported by accessible AI tools (e.g., ChatGPT, Copilot, Grammarly). Quantitative survey data were triangulated with rubric-scored instructional artifacts, postintervention classroom observations, and follow-up interviews. Results showed significant improvements in AI-TPACK (ΔM = +0.48, p < .001) and CBET implementation capacity (ΔM = +0.44, p < .001), alongside increased intentions to adopt AI-supported practices and reduced AI-integration anxiety. Instructional artifact quality improved (M = 1.73 to 2.23/4, p < .001), and classroom observations indicated strong CBET-aligned practices (M = 8.58/10). Qualitative findings attributed these gains to competence-first task design, expanded rubric-based formative feedback cycles, and reflective, “bounded” AI use prioritizing transparency, privacy, and human judgement. However, infrastructural limitations and unclear institutional guidance constrained sustainability. The study concludes that AI-enabled CPD can be an effective strategy for improving lecturers’ pedagogical capacity and competence-based teaching practices in humanities and language education when it is grounded in authentic instructional tasks and responsible AI use. It is recommended that universities institutionalise sustained AI-focused professional development, strengthen digital infrastructure, and provide clear ethical and pedagogical guidelines to support long-term implementation. The study contributes context-sensitive evidence from African higher education that AI-enabled CPD can strengthen CBET oriented assessment and feedback practices when supported by infrastructure, policy clarity, and ongoing professional learning.