WHAT MOTIVATES ACADEMICIANS TO BE LIFELONG LEARNERS?

This paper investigates the motivational factors that drive academicians in Bangladesh to engage in lifelong learning and continuous professional development. Drawing upon Self Determination Theory (SDT), the study identifies intrinsic and extrinsic motivators influencing faculty members’ commitment to learning. Using a quantitative approach, data were collected from 105 academicians across higher education institutions through an anonymous online survey. Results indicate that intrinsic rewards and self-efficacy positively influence intrinsic and identified motivation, whereas extrinsic rewards play a significant but context-dependent role. The study highlights that in collectivist societies such as Bangladesh, extrinsic motivators, when aligned with individual values. can reinforce intrinsic motivation. Implications for institutional leadership and policy formulation to enhance academic professional development are discussed.