From Motivation to Action: Building Future-Ready Citizens Through Lifelong Learning

Across Southeast Asia (SEA), governments are racing to prepare their workforces for rapid technological change. Automation, platform work and artificial intelligence are reshaping job roles, while economic shifts heighten displacement risks for workers. Yet participation in workforce training is uneven. Singapore reports adult learning rates of close to 50%, while several ASEAN economies remain below 5%.

Singapore’s SkillsFuture programme, launched in 2015, offers learning credits, a national training platform and support for mid-career transitions. These initiatives are important, but not sufficient on their own.

Our research shows that adult learning is also a behavioural challenge. Motivations, perceptions, and emotional responses shape training decisions, and understanding these human factors is essential for building a resilient and continuously learning workforce. This article summarises the findings of the paper “Motivations and Barriers to Lifelong Learning in Singapore: Evidence From Focus Group Discussions”.

How Individuals Decide Whether to Invest in Training

When adults consider enrolling in a training programme, they evaluate the decision the way they would assess any investment, weighing the time required, the financial cost, and the effort involved against future benefits.

This aligns with Human Capital Theory, which views education as an investment shaped by the trade-off between present costs and future gains. Participation declines when benefits seem unclear or too distant, even with subsidies.

Survey evidence from Singapore shows that individuals who are more willing to delay gratification and tolerate risk are much more likely to view training as worthwhile. This is particularly relevant in SEA, where many workers face short-term financial pressures and opportunity costs that make investing in skills seem risky.

The Practical and the Invisible Barriers

A striking pattern from our research data is that most adults are already motivated to learn. Intrinsic motivations such as curiosity and enjoyment of learning exist alongside extrinsic drivers like promotion and job security. Yet, motivation does not consistently translate into action.

Practical constraints remain a major barrier. Time and financial cost deter many working adults, especially those with caregiving responsibilities or demanding work schedules.

Less visible but equally significant are psychological barriers. Participants in our study avoided courses because they feared assessments and failing exams. Some felt they were too old to return to a classroom, while others doubted their ability to keep up with course material. These insights underscore that psychological factors play a meaningful role in shaping training decisions.

Information gaps matter

Uncertainty presents another major stumbling block. Many struggle to judge whether a training programme is useful and credible, or whether employers will recognise the qualification. Study participants expressed interest in features such as peer feedback and ratings. Without dependable information, many choose not to participate at all.

Enhancing the design of information systems is therefore a powerful lever. Improving how training options are presented can help adults navigate choices with greater confidence. Behaviourally informed platforms make options easier to understand, benefits more transparent, and quality easier to infer.

The Critical Role of Employers

Although employer support may not directly motivate learning, its absence discourages participation even among highly motivated individuals. Workers who receive no study leave, no workload adjustments, or no recognition for training are significantly less likely to enrol.

This highlights an important policy opportunity. Policy tools that shape employer practices such as tax incentives and co-funding arrangements can encourage firms to support training more actively.

Bridging the Gap

An effective workforce skilling strategy requires a broad set of interventions that address practical, psychological and structural barriers simultaneously.

1. Address invisible barriers

Fear, self-doubt, and anxiety about assessments deter adults from learning. Training providers can redesign assessments to build confidence rather than emphasise performance. Trial modules, pass or fail grading, and qualitative feedback can reduce anxiety and ease adults back into learning.

2. Ease practical constraints

Modular, bite-sized, and stackable learning options allow adults to learn flexibly. Employer support, such as study leave and recognition of learning efforts, signals that skills development is valued and helps foster a learning culture.

3. Improve information transparency

Clearer course ratings, learner testimonials, and verified outcome indicators can reduce uncertainty about training quality. Skills ambassadors, career coaches, and workplace mentors can guide individuals and help them navigate choices with greater clarity.

4. Rekindle joy of learning

It is crucial to rekindle the intrinsic enjoyment of learning. Many adults begin with learning for personal interest, and later gain the confidence to pursue career-oriented upskilling. Recognising the complementarity between personal and professional growth suggests that supporting learning for leisure can contribute to workforce readiness.

5. Sustaining lifelong learning from childhood to adulthood

Schools can nurture curiosity, resilience, and a growth mindset so that learning becomes a lifelong habit. Adults can also be encouraged through behavioural nudges such as reminders about unused credits, default enrolment into relevant courses, or small social commitments.

From Motivation to Action

Lifelong learning is not only an economic imperative but also a mindset. Many adults are motivated to learn but hesitate because they are overly self-critical. Preparing citizens for a future defined by rapid technological change requires closing not only the skills gap but also the confidence gap. Building this confidence is essential for ensuring that technological progress leads to opportunity for all, and that the benefits of digital transformation are shared widely across society.

Acknowledgements

This article is based on research by Charmaine Tan (A*STAR), Walter Theseira (SUSS), and Wang Jiunwen (SUSS). The research is funded by the Singapore Ministry of Education (MOE) Science of Learning (SoL) grant.