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

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.