“I Learn, But They Say It Doesn’t Count”: Academic Support Staff and the Struggle for Recognition in Lifelong Learning

This study explores the factors influencing lifelong learning engagement among academic support staff in Thai higher education institutions. Using a qualitative research approach, semi-structured interviews and focus group discussions were conducted with 20 participants from various universities. The findings reveal five key characteristics of lifelong learners: broad knowledge, curiosity, self-directed learning, positive attitudes, and diverse skill sets. Despite recognizing the value of lifelong learning, participants faced significant barriers, including high workloads, lack of career incentives, limited access to training, and digital literacy challenges. Institutional policies often prioritized faculty development, leaving support staff with fewer professional learning opportunities. However, universities that offered structured, flexible, and job-relevant training programs saw greater staff engagement. The study highlights the critical role of workplace learning culture, particularly managerial encouragement, mentorship, and recognition systems, in fostering professional growth. To enhance lifelong learning participation, universities must implement clear career advancement pathways, reduce workload barriers, expand digital literacy programs, and promote inclusive workplace learning environments. These findings contribute to adult learning and workplace education theories, providing policy recommendations to strengthen lifelong learning among academic support staff in Thai higher education.