This research explores the role of lifelong learning strategies in enhancing the research competence among polytechnic educators in Nigeria. Specifically, the study investigates these strategies within the Office Technology and Management (OTM) profession in government-owned polytechnics in Southwest Nigeria. Employing qualitative research design, the study explores the lifelong learning perception, ongoing barriers, and strategies employed by the OTM educators in enhancing research competence. Data was gathered using semi-structured interviews thematically. analysed using Braun and Clarke’s framework (2006). The findings show that Educators engage in professional activities while also striving to achieve their personal learning objectives through obtaining certifications, engaging in reading, and engaging in reflective practice. Despite this trend, the study highlights key challenges to long-term involvement in lifelong learning activities, such as lack of finance, time, and work-life balance. Additionally, the findings revealed that OTM educators adopt lifelong learning strategies such as professional advancement, self-directed learning and individual development, technological and digital media involvement, time management, and work-life balance. Kolb’s Experiential Learning Theory (1984) is applied to explain how important it is for polytechnics to encourage policy initiatives and programmes that can foster a culture of lifelong learning among educators. The study recommends that both the polytechnics management and the government set aside funds to provide support programmes that can help educators to learn and participate in lifelong learning activities. This financial support should include research grants, professional certification sponsorship, and provision of other incentives to motivate educators to keep learning and doing academic research in general.