Abstract
The emergence of digital labour platforms has reshaped skill development patterns in gig economies. While platform-driven flexibility and algorithmic management reduce employers’ investment in formal training, they simultaneously create new demands for adaptive skill acquisition. This tension reflects a broader decline in employer-sponsored upskilling initiatives, exacerbated by the fragmented nature of gig work. In response, workers increasingly adopt self-directed learning strategies that blend deliberate skill development with incidental learning through platform interactions, extending the framework of informal learning. Grounded in Self-Determination Theory (SDT), this study examines how gig workers’ motivation influences their engagement in informal learning. We analyse the interaction between intrinsic drivers (e.g., professional growth aspirations) and extrinsic factors shaped by platform metrics and reputation systems. Crucially, we investigate how workers’ fulfilment of three psychological needs (autonomy, competence, and relatedness) may moderate the effectiveness of their learning strategies.