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.

Malaysian Polytechnic is moving towards the use of Information, Communication and Technology (ICT) to meet the needs of the Outcome Based Education (OBE) system that has been implemented since 2010. However, the lack of resources, internet access and lecturer skills in developing their instruction has caused the "chalk and talk" learning culture to remain unchanged, especially in accounting courses. The purpose of this study is to determine the lecturer and students' perception and their achievement between two learning cultures, the traditional classroom and flipped classroom. This study has been conducted between two classes; 61 final diploma accountancy students and a lecturer. Questionnaires and interview was conducted and analyze using independent sample t test. The findings show that there is a significant difference in perception (t(59) = -3.71, p < .05), mean students in a traditional classroom significantly different (M = 4.42, SD = .38) than in a flipped classroom (M = 4.07, SD = .37). The mean also shows, students from both classes had similar perceptions on their learning culture. The percentage of students pass their assessments for the flipped classroom, quiz=26%, test=52%, higher than traditional classroom, quiz=17%, test=50%. It was found that the lecturer had more time to spend on problem solving in the flipped class compared with the traditional class, and although it suffers from a lack of facilities, the flipped class can still be implemented. Therefore, Malaysian Polytechnic institutions could think more globally by teaching locals to meet students' needs of learning with appropriate learning approaches.

The new pedagogical flipped classroom was designed, developed and implemented using Flexible environments, Learning culture, Intentional content, Professional educators, Progressive activities, Engaging experiences, and Diversified platforms, also known as the FLIPPED model. The objective of this study is to investigate the effect of student interaction and engagement in a flipped classroom on student"s achievement, knowledge, skill and attitude (KSAs) towards the subject, and course satisfaction. This study used mixed method design; a 5 likert scale questionnaire with open ended questions had been distributed, and a pre-test and post-test design was carried out. The results were analysed using paired sample t-test and linear regression analysis. The findings of the study indicated no significant difference between the effect of student interaction and engagement on student satisfaction and KSAs except for student achievement. However, students had positive comments on the implementation, instruction and interaction outside the classroom. This study concludes that flipped classroom design and development could be implemented with improvements.

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