“…We identified needs that drive working professionals to pursue and govern their own learning journeys at workplace by reviewing relevant past studies. Working professionals pursue SDL for performing on the job and building own credibility (Ho, 2008), continuing professional development and upskilling (Price and Reichert, 2017), to prepare and avail new job/employment opportunity (Varalakshmi, 2006), just in time access to information for completing task (Budzik and Hammond, 1999; Chung and Byrne, 2008; Rostanin and Holz, 2005), for leveraging the technical knowledge and competency of the faculty or mentor (Church, 2021) or by getting inspired by the information shared about learning resources as suggested in the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivation (Visser and Keller, 1990). Other physical, mental and social dimensions (Osteraker, 1999) for employees include the need to reskill/upskill own self due to fear of job loss or protect self from negative consequences defined by the organization like denial of promotion (Kanar and Bouckenooghe, 2021), meet mandatory compliances like certifications for doing a particular job (Gagné and Deci, 2005; Raemdonck et al ., 2014), claim incentives provided by the company for completing courses/certifications (Li et al ., 2010; Murad and Varkey, 2008), do well in exams/assessments (Raupach et al ., 2013), to be par in social groups of peers/friends/industry colleagues (Kılınç, 2021), for the fun associated with learning (Harju et al ., 2016; Mahayanti et al ., 2019) or to make use of the focused learning hours provided by the company (Ho, 2008; Park, 2008).…”