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By examining the psyche of learners, co-authors Dr Wang Jiunwen, Dr Charmaine H. Y. Tan, and Dr Walter Edgar Theseira guide employers on how to create more effective learning interventions.
"What if I am not able to learn...well enough, or I am just wasting my money”, a public sector worker in her 20s said when asked about challenges they faced in enrolling for lifelong learning courses.
Singaporeans understand the importance of lifelong learning. In an economy constantly reshaped by rapid technological change, the ability to keep learning is not optional, but essential.
Our research shows that while Singaporeans are motivated to learn, they are often too self-critical. We may simply be a little “kiasi” – afraid of failing. This quiet fear of failure keeps many from taking the first step to learn again.
Over the past decade, the Government’s SkillsFuture initiative has made training affordable and accessible through supporting thousands of subsidised courses and providing learners with SkillsFuture Credits.
Yet only about one in two Singaporeans have ever used their SkillsFuture Credits for learning. What holds half of us back? Is it a lack of motivation, or something deeper?
With support from Ministry of Education’s Science of Learning grant, we explored how Singaporean adults make decisions about learning. We spoke to 53 working adults in focus groups, followed by a survey, and uncovered insights into what motivates them to learn, both intrinsically and extrinsically.
We found that, in general, Singaporeans want to learn. Many spoke to us passionately about upgrading their skills to advance at work, stay relevant, or simply to pursue a personal interest. They are motivated and value learning not only for better wages, job security, and employability, but also for the joy and fulfilment that come from mastering something new.
The problem, therefore, is not a lack of motivation. Rather, there are barriers, including psychological ones, standing in the way of pursuing training.
Mental obstacles quietly undermine learning
The most common deterrents we found are time pressures, financial costs, and competing priorities. Many struggle to fit training into their busy schedules, or to justify the time and expense when the payoff seems uncertain.
However, the less obvious but potentially more important are the mental obstacles that quietly undermine learning. Some spoke of their fear of assessments and the anxiety of being graded after many years away from school. Others worried they were “too old for school” and doubted their ability to keep up with the course material.
These hidden barriers pile on top of practical worries, like having to pass assessments to earn a qualification or qualify for a subsidy. One participant dreaded losing her course subsidy if she failed. Even hobby classes, from crocheting to wine appreciation, sparked performance anxiety.
This apprehension is natural. For mid-career workers, the classroom is an unfamiliar and vulnerable space. After years of excelling at job performance and productivity, the prospect of starting over as a learner - often in a different field - can be intimidating.
"Motivation alone does not translate into action, especially when adults doubt their own ability to learn or succeed."
Lost in the information fog
Another major stumbling block to learning is uncertainty. Adults want to make rational choices by weighing the benefits of a course against the effort, time and money required, but they often lack reliable information, or knowledge of how to navigate existing information.
Several participants wished for a “Google review” system to see feedback from past learners. Some were unaware that course quality ratings and reviews are already provided, while others find online portals overwhelming or difficult to navigate. Without clear guidance or advice, many simply gave up.
Beyond financial support, adults need greater clarity and confidence in how to choose courses, what to expect, and whether their learning will truly pay off.
When motivation is not enough
Our study found that intrinsic and extrinsic motivations often move together. Those who value learning for its own sake also see its career relevance.
Rather than being at odds, personal and professional motivations reinforce each other.
Even so, highly motivated individuals may not act. This gap points to the importance of “hygiene factors”, which are necessary conditions for adult learning. Employer support plays a critical role here. Without time off, flexible work arrangements, or simple encouragement, even the most enthusiastic workers may hesitate to take up training on their own.
Bridging the gap
If Singapore’s workforce is already motivated, the next frontier is to make learning easier, clearer, and friendlier. Our study suggests several practical ways forward.
First, lower the stakes.
Tackle psychological barriers directly. Training providers could redesign assessments to build confidence, rather than just evaluate performance. Offering short trial modules, using pass/fail grading, or providing feedback without marks can reduce anxiety. Workshops on study confidence and digital skills can help adults re-enter learning environments without fear.
Second, ease the practical constraints.
Flexible, modular, and stackable courses allow workers to learn without disrupting work or family life. Employers can be encouraged to grant study leave and reward learning effort in performance appraisals. This fosters a learning culture and signals that skills and growth are valued.
Next, improve information transparency.
Clearer course ratings and learner testimonials on course platforms will ease uncertainty. Workplace mentors and learning ambassadors can guide learners through their options and share relatable success stories.
Then, rekindle the joy of learning and curiosity.
Starting with personal-interest classes, whether in art, music, or language, may help adults rediscover the joy of learning. That renewed confidence often opens the door to further professional upskilling, making “learning for fun” a smart investment in workforce readiness.
Finally, sustaining lifelong learning from childhood to adulthood.
Schools can nurture curiosity, resilience, and a growth mindset early, so learning becomes a lifelong habit. Adults, in turn, can be encouraged through behavioural nudges, such as reminders about unused SkillsFuture credits, opt-out enrolment for relevant courses, or small social commitments to complete training.
Conclusion
Beyond an economic necessity, lifelong learning is also a mindset. Singapore’s policies have made learning accessible. The next challenge is making it approachable and reduce the fear of failing for learners.
To prepare citizens for a future defined by constant disruption, we must address not just the skills gap but the confidence gap. The most powerful incentive for lifelong learning may not be bigger subsidies but giving people the courage to turn their motivations to learn into action.
This article was authored by:
- Dr Wang Jiunwen, Associate Professor, Singapore University of Social Sciences,
- Dr Charmaine H. Y. Tan, Senior Scientist and Behavioural Economist, Institute of High Performance Computing, Agency for Science, Technology and Research, Singapore, and
- Dr Walter Edgar Theseira, Associate Professor of Economics, School of Business, Singapore University of Social Sciences.
The full paper is published in Volume 4 of the National Trades Union Congress’s Singapore Labour Journal (2025).
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