This study aims to explore the influences of individual, institutional, and pedagogical factors on lifelong learners' motivation and intention and to compare differences among gender, employment status, and media exposure. The data were collected from 525 participants using quota sampling. The results showed that the learning pedagogies and the organisation's online learning readiness, directly affected learners' self-determination but not their lifelong learning intention. Moreover, the relationships varied according to gender and employment status. Findings recommend companies and institutions to expose learners to media relating to the key skills or job risks, to improve their intention.