Abstract
In the epoch of digital disruptions and an expeditiously evolving knowledge economy, self-directed learning has emerged as a pivotal mechanism for individuals to acquire the requisite skills and accommodate the ever-changing demands of the workplace. Drawing on the theoretical frameworks of human capital theory, credentialism and self-directed learning, the objective of this study is three-fold. The first objective of this research is to examine the key determinants crucial in facilitating and promoting successful self-directed learning in Singapore. Next, this study evaluates the efficacy of such learning approaches in equipping individuals with the necessary skills and competencies to effectively navigate and adapt to the challenges posed by digital disruptions. Lastly, this research aims to identify and propose strategies that can be employed to mitigate the emergence and proliferation of a culture that excessively emphasises the importance of credentials. Thus, this research aims to address the following research inquiries: Research Question 1: What are the key factors that are crucial for achieving successful self-directed learning in the context of Singapore? Research Question 2: To what extent does self-directed learning effectively equip workers to navigate digital disruptions, and what are the recommended best practices in this regard? Research Question 3: In view of Singapore's increased investment in facilitating self-directed learning, what strategies can be employed to mitigate the emergence of a culture centred around the pursuit of credentials? A range of insights was acquired by examining two distinct case studies, one within the public sector and the other within the private sector. The first case study examines the SGUnited Skills (SGUS) programme, an initiative to aid Singapore citizens in upskilling and adapting to digital disruptions. Specifically, the study examines the various factors experienced by participants in meeting the programme’s objectives, including curriculum design, attitudes towards self-directed learning, and motivational factors affecting participation and competition of the programme. The second case study focuses on a certification pathways programme administered for employees within a financial institution in Singapore. The study examines the importance of organisational leadership and culture, managerial support, perceived competence, autonomy, and alignment with individual motivations in achieving successful self-directed learning. Moreover, the research found similar motivations across diverse career phases, amplified autonomy among individuals over thirty years old, and the significance of certifications in the labour market. Recommendations based on these factors include cultivating a nurturing educational environment, designing learning opportunities in line with the interests of the participants, and advocating for effective communication between managers and employees. Policymakers and organisations can shape interventions and strategies to optimise the learning experience, augment participant engagement, and cultivate a lifelong learning and development culture. This research contributes to the academic landscape of self-directed learning by exploring key aspects that influence workforce resilience. The findings contribute to the theoretical framework of self-directed learning by examining the importance of factors such as perceived competence, managerial support, and autonomy within the learning process. Furthermore, it highlights the motivational factors that propel individuals towards active participation in self-directed learning, including personal development, professional progression, and alignment with the organisational context. Keywords: self-directed learning, Singapore, digital disruptions, credentialism, lifelong learning, motivation, competence, managerial support.