Breaking Down Barriers: Factors that Drive and Deter Lifelong Learning in Higher Education

Abstract

This study examines barriers to lifelong learning among higher education lecturers in order to identify motivational factors that influence their participation in professional development activities. Through qualitative interviews with 20 lecturers from diverse backgrounds, the research explored how organizational environment, personal motivation, and individual needs affect their own learning engagement. Data collection used are in-depth, open-ended interviews in which responses were recorded, transcribed, and analyzed thematically to identify key barriers and motivators. The study investigated work settings, motivational orientations, personal demands, and reasons for learning participation. Results reveal that barriers to lifelong learning stem from both internal and external factors. Internal barriers include personal motivation, lifestyle constraints, and individual perceptions. External barriers encompass job-related motives, skills-related motives, relationship/family motives, educational progressive motives, learning styles options, learning issues, and progression issues. These same factors that motivate learning can paradoxically become deterrents when circumstances change. The findings demonstrate that successful lifelong learning programs must address multiple barrier types simultaneously, considering both organizational support and individual learner needs. Understanding these barriers is essential for developing effective professional development strategies in higher education settings.