The implementation of Competency-Based Education (CBE) in Cameroon's higher education system seeks to shift from traditional knowledge transmission towards the development of practical competencies such as autonomy, critical thinking, collaboration, and problem-solving. Moodle, a widely recognized Learning Management System (LMS), is capable of supporting this pedagogical transition through its interactive and learner-centred tools. This study employs an explanatory sequential mixed-methods design to examine Moodle usage by lecturers at the Higher Teacher Training College (HTTC) Yaoundé between 2021 and 2024. It analyses 528 digital activities posted by 35 lecturers and gathers perceptions from 70 university staff across eight public universities. Findings reveal that Moodle is predominantly used as a content repository, with limited integration of interactive or competency-aligned features. Despite in-service training efforts through programs like CERTNum-SUP, the effective pedagogical integration of Moodle remains insufficient. The article identifies institutional, pedagogical, and technical barriers and proposes strategic recommendations to enhance Moodle's contribution to CBE implementation. Strengthening lecturer capacity, aligning policies with digital pedagogies, and fostering sectoral partnerships are key to unlocking Moodle's transformative potential in higher education in enhancing professionalism.