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Balancing the books: Understanding the motivations and challenges of part-time students as lifelong learners and "resilient negotiators".

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Title: Balancing the books: Understanding the motivations and challenges of part-time students as lifelong learners and "resilient negotiators".
Authors: Yusoff, Asrif1,2 a.yusoff@gre.ac.uk
Source: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Apr2026, Vol. 72 Issue 2, p211-230. 20p.
Subject Terms: *Part-time students, *Continuing education, *Academic motivation, *Career development, *Adult learning
Abstract (English): This study examines the motivations and challenges faced by adult learners engaged in part-time study as a form of lifelong learning. It focuses on how they balance competing demands from work, family and study. Applying a theoretical framework of self-directed learning (SDL) and adult learning theory (ALT), the author interviewed 25 part-time students (7 female, 18 male) based in Southeast Asia, all of whom were employed or self-employed. The study identified three core motivations (namely, support systems, personal development and career growth) and three major challenges (namely, balancing responsibilities, time management, and the need for resilience and adaptability). The concept of the "resilient negotiator" emerged as a central theoretical contribution. This idea represents how learners strategically manage limited resources such as time or money, and the expectations of others. The findings of this study have practical implications for universities, employers and policymakers in supporting lifelong learners through the provision of flexible delivery models, supportive policies and institutional incentives. The study contributes to the discourse on adult learning in a post-pandemic context and invites further research with broader demographic and longitudinal perspectives. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: Équilibrer les comptes : comprendre les motivations et les défis des étudiant.e.s à temps partiel en tant qu'apprenant.e.s tout au long de la vie et « négociateurs/négociatrices résilient.e.s » – Cette étude examine les motivations des apprenant.e.s adultes qui suivent des études à temps partiel dans le cadre de l'apprentissage tout au long de la vie et les défis auxquels ils/elles sont confronté.e.s. Elle se concentre sur la manière dont ils/elles maintiennent un équilibre entre les exigences concurrentes du travail, de la famille et des études. En appliquant un cadre théorique d'apprentissage auto-dirigé et de théorie de l'apprentissage des adultes, l'auteur a interrogé 25 étudiant.e.s à temps partiel (7 femmes et 18 hommes) vivant en Asie du Sud-Est, tous salariés ou indépendants. L'étude a identifié trois motivations principales (à savoir les systèmes de soutien, le développement personnel et l'évolution de carrière) et trois défis majeurs (à savoir l'équilibre entre les responsabilités, la gestion du temps et le besoin de résilience et d'adaptabilité). Le concept de « négociateur/négociatrice résilient.e » est apparu comme une contribution théorique centrale. Cette idée représente la manière dont les apprenant.e.s gèrent stratégiquement des ressources limitées telles que le temps ou l'argent, ainsi que les attentes des autres. Les conclusions de cette étude ont des implications pratiques pour les universités, les employeurs/euses et les décideurs/euses politiques dans le soutien aux apprenant.e.s tout au long de la vie grâce à la mise en place de modèles d'enseignement flexibles, de politiques de soutien et d'incitations institutionnelles. L'étude contribue au débat sur l'apprentissage des adultes dans un contexte post-pandémique et invite à poursuivre les recherches en adoptant des perspectives démographiques et longitudinales plus larges. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study examines the motivations and challenges faced by adult learners engaged in part-time study as a form of lifelong learning. It focuses on how they balance competing demands from work, family and study. Applying a theoretical framework of self-directed learning (SDL) and adult learning theory (ALT), the author interviewed 25 part-time students (7 female, 18 male) based in Southeast Asia, all of whom were employed or self-employed. The study identified three core motivations (namely, support systems, personal development and career growth) and three major challenges (namely, balancing responsibilities, time management, and the need for resilience and adaptability). The concept of the "resilient negotiator" emerged as a central theoretical contribution. This idea represents how learners strategically manage limited resources such as time or money, and the expectations of others. The findings of this study have practical implications for universities, employers and policymakers in supporting lifelong learners through the provision of flexible delivery models, supportive policies and institutional incentives. The study contributes to the discourse on adult learning in a post-pandemic context and invites further research with broader demographic and longitudinal perspectives. [ABSTRACT FROM AUTHOR]
ISSN:00208566
DOI:10.1007/s11159-025-10166-1