Women entrepreneurs have an essential role for the economic growth of a country. Furthermore, ICTs and new emerging technologies facilitate the increase in number of women entrepreneurs who access education, training, and start their businesses from home. The purpose of this chapter is to investigate the impact of new emerging technologies and ICTs on women entrepreneurs' success through an empirical study conducted in SE Wales and by means of the literature review in Malaysia. Furthermore, the chapter attempts to find out women entrepreneurs' styles and methods of learning with new emerging technologies and ICTs in the SE Wales and Malaysia. The research methodology used in this study is mixed methodology.

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The aim of the chapter is to increase the knowledge regarding the methods and styles of learning used by women entrepreneurs in general, and in South East Wales and Malaysia in particular. The research question is What methods and styles of learning do women entrepreneurs employ in their businesses, in general, and specifically in SE Wales and Malaysia? The chapter is a theoretical study with a small empirical extension with two samples of women and men entrepreneurs in the South East Wales. The findings of this chapter support the constructive perspective on learning, adult and social learning, demonstrating the role of social interaction for women entrepreneurs' learning and experiential learning. Through a gender perspective with accent on andragogy, and by designing a model of women entrepreneurial learning, the study shapes a new direction within the research field of women entrepreneurship and constitutes an original contribution to knowledge.

The primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.