In practise, mind maps have long been used by individuals especially teachers to create, visualise, arrange, and expand ideas in order to facilitate teaching and learning. Learning visually is a distinctive technique in modern pedagogy because most individuals are visual learners. As technology advances, digital mind map is created to replace manual mind map to bring modern pedagogy into the era of the fourth industrial revolution. Digital mind map has been used by teachers to teach diverse subjects. However, the use of digital mind map in teaching writing is scarce. Hence, the purpose of this case study was to examine the use of digital mind map to stimulate creativity and critical thinking in ESL writing course. A sample of 32 university students was selected randomly from one public university in Malaysia. The researchers developed a set of questionnaires to measure the three constructsthe usage of digital mind map, creativity, and critical thinking in writing tasks based on these three models: Lin & Faste, William, and Watson-Glaser models. The empirical results showed that the use of digital mind map evidently stimulates the students' creativity and critical thinking in completing their writing tasks as perceived by the respondents. Thus, the use of digital mind map has facilitated the ESL students' writing tasks in terms of integrating creative and critical elements.

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The formal education sphere is one that is dynamic and ever-changing, even more so with current developments in technologies of teaching and learning. The process of education needs new innovations to keep pace with these rapid developments, particularly for tertiary students on the cusp of radical Industry 4.0 ‘disruptions’ that will permeate all social and personal domains in human societies around the globe. One area where innovation is happening is in the implementation of mobile learning technologies for tertiary college and higher learning institutions. The study examines why and how tertiary students utilize their mobile devices in the education setting as both a conduit and catalysts for e-learning. Tertiary students find the utilize of mobile devices easy and natural, thus helping them to learn anytime, anywhere. Today, the popularity of mobile practices amongst tertiary education is steadily growing and they are now able to utilize their mobile devices for a myriad of activities from developing websites to creating mobile apps to acquiring knowledge non-stop. Mobile application for learning is expected to be prevalent in forthcoming, as more devices procured by the younger generation. This study examines results from a survey on the perceptions and practices of mobile learning for Malaysian tertiary students. A quantitative research methodology was adopted to analyse data; results demonstrate that these students have positive perceptions towards mobile technology utilize in learning, and they actively and autonomously utilize mobile devices to enhance their experience of learning.

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Unprecedented changes are happening in the way the world works; traditional jobs are being replaced by new ones that need critical skills for workers of the future. Enter the era of 'Industry 4.0'. In this era, knowledge and skills are paramount for one to stay relevant and remain competitive in the job market. Terms like 'reskilling' and 'upskilling' reflect the kind of changes that are happening. Thus, it is only natural that the realm of education follows suit, with the construct of 'Education 4.0'. This research article takes a broadly neutral view of Industry 4.0 and Education 4.0, although both constructs are criticized by certain quarters. In truth, the increasing automation of manual labor and remarkable growth in and expansion of technological developments, all point to an uncertain future for the next generation of future workers. Strategies must be drafted, and initiatives be taken, to ensure young people are not disadvantaged in the near future. This article examines the struggles of a small group of English educators at Malaysian public universities, who are frantically trying to apply Education 4.0 learning technologies to teach this international language to Malaysian students, based on three core research questions. Handicapped with little to no budget, limited technical expertise and no institutional assistance, and facing resistance from traditional educators, the 'thick' qualitative descriptions and stories shared by these educators cum learning technologists provide a glimpse into the realities of English teaching and learning at a time of 'disruptions' linked to Industry 4.0 and Education 4.0.