Pedagogical Reform Implementation and Competence-Based Education and Training Adoption Readiness among Public Universities in Northern Uganda: The Moderating Role of Supportive Resources

Abstract

This study examined the influence of pedagogical reform implementation on competence-based Education and Training (CBET) adoption readiness among public universities in Northern Uganda, with supportive resources considered as a moderating factor. Specifically, the study assessed the relationship between pedagogical reform implementation and CBET adoption readiness, the relationship between supportive resources and CBET adoption readiness, and the moderating effect of supportive resources on this relationship. A cross-sectional survey design was adopted. Primary data were collected using a structured questionnaire from 243 staff members selected from a sample of 433 respondents across different staff categories in public universities. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 26. Correlation, regression, and moderation analyses were conducted to examine the study objectives. The findings revealed a positive relationship between pedagogical reform implementation and CBET adoption readiness. Similarly, supportive resources were positively associated with CBET adoption readiness. Regression results showed that supportive resources significantly enhanced CBET adoption readiness, whereas pedagogical reform implementation alone did not have a statistically significant effect. Moderation analysis further indicated that supportive resources significantly strengthened the relationship between pedagogical reform implementation and CBET adoption readiness (ΔR² = 0.0254, F = 7.0794, p = .0083). The study concludes that successful CBET adoption in public universities requires pedagogical reforms supported by adequate institutional resources. It recommends that universities institutionalise these reforms through departmental teaching policies. Additionally, NCHE should strengthen capacity-building initiatives, while the Ministry of Education and Sports should increase funding allocations to support effective and sustainable CBET implementation.