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The development of Industry 4.0 gives impacts on education in Malaysia (Nair, 2018). Hence, Malaysia has introduced Malaysian Higher Education 4.0 (MyHE 4.0) by using connectivism approach (Ministry Of Higher Education Malaysia, 2018). MyHE 4.0 promotes the use of technology in teaching and learning activities through heautagogy, peeragogy and cybogergy without neglecting higher-order thinking skills (HOTS) (Ministry Of Higher Education Malaysia, 2018). Apart from that, MyHE 4.0 also identifies several future-proof skills that need to be acquired by Malaysian students. One of the skills is holistic and entrepreneurial skills (Ministry Of Higher Education Malaysia, 2018). Hence, in the Malaysian education landscape, entrepreneurship education is no longer confined to the students who enroll in business programs but also encompasses other interdisciplinary area (Barba-Sánchez & Atienza-Sahuquillo, 2018; Turner & Gianiodis, 2018, Gibb, 2011) especially when the sudents’employability becomes a concern. This is due to the fact that most aspects of entrepreneurship education encourages students to “create” jobs rather than waiting to be employed (Nabi, Walmsley, Liñán, Akhtar, & Neame, 2018; Turner & Gianiodis, 2018). Similarly with other subjects, the teaching of entrepreurial aspects has undergone several progress. It is embedded with technology to facilitate efficient learning and understanding. Therefore, one of the approaches suggested to enhance learning is through blended learning. However, the implementation of blended learning in Malaysia, particularly in entrepreneurship education is still not comprehensive (Noraini, Noor, Yusoff, & Othman, 2017), hence more studies need to be conducted in order to gain the insight of its implementation.
Besides, millennial learners have a different approach to learning as they are exposed to a different environment and different experiences that require a transformation in teaching and learning (McCurry & Matins, 2010). These students normally have a shorter attention span, more inclined towards need-to-know, prefer interactive learning and practical application (Lane, Hunt, & Farris, 2011; McCurry & Matins, 2010). Therefore, an approach like a flipped classroom, for example, is suitable for this generation as it allows students to study in a flexible environment, and are not limited to the traditional classroom (Arifani, 2019; Long, Cummins, & Waugh, 2018; Noraini et al., 2017). In Malaysia, a blended learning using flipped classroom is becoming a trend in the higher learning institution (Attaran & Zainuddin, 2018; Embi & Panah, 2014; Haron, 2018). However, the questions raised are whether the educators are ready to cope with the students and whether the technology available help to enhance teaching and learning activities (Haron, 2018; Hussin, 2018). Therefore, a more technology-mediated strategies need to be understood in order to improve the learning environment.