PurposeThe purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).Design/methodology/approachThis study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).FindingsThis study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.Originality/valueThis study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.

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The purpose of this paper is to stimulate discussion on how to meet the demand for flexible instructional strategies that include information and communications technologies (ICT) in higher education as effective interventions for people with mental health issues. ICT strategies are widely believed to offer new options for Web-mediated courseware design. We examine the impact of mental illness on post secondary education. Despite the advances made with multi-media and online courseware development, we suggest there has been little examination of whether ICT tools meet the specific needs of people recovering from mental illness. Correctly designed electronic courseware may provide the customised learning environment that affords the much needed flexibility people are asking for. Adoption of effective human-computer interaction (HCI) provides enhanced solutions for people with a mental health disability wishing to continue with their studies. This paper presents a compelling case for a commitment from the higher education sector towards access and equity to lessen the stigma of mental illness.