This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice.Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

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<p align="justify">This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.</p>

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

Embracing education 4.0 in universities in the Malaysian perspective has been limited to date and still considered at the early stages of implementation. This paper aims to analyze the literature highlighting the important elements of education 4.0 in universities as a means to position them strategically for the future. This is to provide new insight into the exploration of the idea in education through the perspective of how universities could embrace education 4.0 in the future. Since industrial revolution 4.0 (IR4.0) brings a huge impact on education, this paper helps universities policymakers to embrace their works on developing industrial revolution 4.0 education transformation and put more initiatives for the positive learning experience. This literature analysis reviews the following relevant areas: academic program 4.0, technological advancement 4.0 in teaching and learning, and 21st-century pedagogy. Hence, this study is significant in serving as a guideline to academicians and policymakers in embracing the IR4.0 in higher education. This paper may have some direct implications towards the industrial 4.0 (IR4.0) movements in Malaysia which able to help the ministry to extend their works on developing IR 4.0 education transformation in line with Malaysia Education Blueprint 2013-2025.