Emergence of Internet connected devices and globalization in education has paved way for the new discoveries in the 21st Century Learning. In current classrooms, the students use various instructional technologies to synthesis new knowledge, collaborate with peers, critically solve problems, and make valid decisions to shine in the current, complex and globalized community. Due to the advancement in the technology, it is not an easy task to meet sustainability in education as identifying and deploying the proper tool as an educational and instructional tool is time-consuming and requires validation before it is widely implemented in the Higher Education Institution (HEI). Furthermore, the students from the 21 st Century are technology driven and have new approaches to learning. In response to these changes, this research aims to assess the 4Cs in the 21st Learning Skills using Padlet, an online virtual bulletin board that is gaining wide popularity in many Higher Education Institution. The 4Cs consist of creativity, critical thinking, collaboration and communication. A total of 31 undergraduate students from a Private Higher Education Institution (PHEI) participated in this case study. The results of the study indicated that the assessment via Padlet efficiently assessed the 4C's for the Computing module offered to the undergraduate students. The findings offer evidence that the virtual bulletin board promotes creativity and collaborative learning in classroom and optimizes the classroom performance.

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Holography is a photographic method that records the light dispersed from a body and then produces a realistic image identified as three-dimensional Holograms. The hologram reflects and transmits using a point source of incandescent light or two-channel transmission hologram. In the world of education, 3D holograms can be integrated into mixed reality classrooms to ease the teaching and learning process. The significance of this application is to enable the 21st Century learners to experience the realistic content via 3D Holograms, thereby improving their learning curves. This paper highlights the fundamental concepts of hologram and discusses the diversified implementations of hologram as a mixed reality simulator in the futuristic classrooms. Recent technological advancements in the field of education and evidence from successful implementation of the mixed reality approach in educational research has also been debated. However, the application of Holograms in education is still confined within boundaries.

Over the course of the last 15 years or so, social media have shown many facets-from connecting people on a global-scale, to penetrating aspects of lives which otherwise might have remained private or limited to a small audience. In the realm of education, social media have also begun to infiltrate the academic world by influencing and shaping students' perceptions and influencing learning engagement. With millions of students and teachers simultaneously active on social networks, it is significant to observe how the media could influence student-teacher classroom interactions as well as their online communications. Some studies have documented that teachers who disclosed information about themselves on social media were perceived as more credible by students because they were regarded as more relatable. Moreover, students' stereotyping beliefs and attitudes towards teachers also come into play when formulating perceptions about teachers on social media. For instance, their communications with teachers are often formal and impersonal on social media, as teachers are viewed as authoritative figures. Consequently, students' perceptions towards teachers would have a significant repercussion on their interpersonal relationships, which in turn impacts students' motivation and learning engagement. Thus, this research was conducted to establish preliminary findings whether social media shape students' perceptions and whether these ramifications would result in positive or negative learning engagement. Consequently, the results indicate that students are more susceptible towards teachers who are active on social media because they are perceived as being more akin to a "real person" who can easily be reached for immediate classroom information and instructions. Such accessibilities via social media enable learning processes to be less contrived by just the physical classroom settings.

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