The Higher Education 5.0 initiative represents a shift in tertiary education, seeking to align academic

instructions with the realities students will encounter in their future workplaces. The transformations brought

about by Industry 4.0 have fundamentally altered workplace training paradigms. Tertiary students, as

Education 5.0, with video-based learning (VBL) emerging as a particularly significant innovation. As a

cornerstone of the flipped classroom model, VBL has become instrumental in facilitating blended pedagogical

approaches across universities and tertiary institutions. Throughout the ASEAN region, this technology is

proving transformative for both learners and instructors, enabling round-the-clock access to educational

educational contexts.

Contemporary educational practice is witnessing an unprecedented acceleration in technological integration.

As we progress through the 21st century, digital tools have become ubiquitous resources for both teaching

professionals and their students. This technological pervasiveness has fundamentally transformed the

parameters of learning, enabling educational engagement irrespective of temporal or spatial constraints

(Adnan, Ahmad, Yusof, Mohd Kamal & Mustafa Kamal, 2019). Furthermore, pedagogical processes can now

be facilitated remotely through video content, sophisticated digital devices, and various technology-based

methodologies (see Adnan & Zamari, 2012a, 2012b; Mohd Adnan, 2018; Zamari & Adnan, 2011). Within this

expert-led explainer content with conceptual narratives, kinetic typography videos, and interactive whiteboard

animations. These formats prove particularly effective for demonstrating procedures, introducing new

concepts, and providing illustrative examples (see Yusof, Adnan, Mustafa Kamal, Mohd Kamal & Ahmad,

2019; Mohd, Adnan, Yusof, Ahmad & Mohd Kamal, 2019). Within higher education, 360-degrees virtual

reality or VR video technologies are employed to help tertiary students master, for instance, professional

communication, meeting facilitation, interview techniques, decision-making and other competencies (see

Figures 1 and 2). This immersive instructional delivery approach provides learners with experiential

understanding that is comparable to ‘real world’ physical presence (Ahmad, Adnan, Yusof, Mohd Kamal &

Mustafa Kamal, 2019).

pedagogical innovation aims to facilitate student preparation before formal instruction begins. Essentially,

lecture content is provided in advance of scheduled class sessions, allowing actual face-to-face contact to be

dedicated to practical application and active learning exercises. The flipped instructional approach gained

prominence in 2007 when two American high school teachers developed an innovative method to deliver

content to absent students. Their solution involved recording lessons and making them available online (see

Bergmann & Sams, 2014). This approach has subsequently transformed traditional pedagogical models,

enabling asynchronous delivery of instructional content outside scheduled contact hours whilst preserving

classroom time for practice and enrichment.

Figure 2. ‘ELSA 360-Videos’ exposing and immersing tertiary students to business meetings

Complementing flipped classroom, the blended learning (or BL) framework has similarly gained considerable

traction. Jeffrey, Milne, Suddaby and Higgins (2014) characterise it as a pedagogical process that eliminates

and practical exercises. This approach reduces physical classroom interaction in favour of synchronous online

discussions and digital content delivery. Such pedagogical shifts influence students’ perceptions of their

educational environment, positively affecting their studies and academic outcomes. Research demonstrates a

strong correlation between blended learning methodologies and enhanced educational experiences.

Contemporary millennials and Generation Z have demonstrably embraced video as their preferred medium for

both content creation and consumption. Video content pervades the Internet, readily accessible to diverse

audiences, particularly adolescents and tertiary-level students. Educational practitioners can leverage numerous

platforms as VBL resources, including YouTube, Vimeo, Netflix, and various alternatives. Consequently, VBL

has been integrated into diverse pedagogical approaches, encompassing flipped classrooms, eLearning

approaches share problematic characteristics: they prove tedious, monotonous, and time-consuming. VBL

implementation addresses and ameliorates these deficiencies comprehensively.

Educational video content has experienced remarkable growth in recent years. This expansion stems from

VBL’s association with engagement and student-centred principles. Additionally, most universities have

adopted this in conjunction with the proliferation of advanced smartphones, smart tablets, and laptop

computers. Traphagan, Kucsera and Kishi’s research (2010) supports this trend, with learners characterising

video lectures (VBL) as entertaining, stimulating, motivational, and pedagogically efficient. The advantages

associated with VBL are substantial and continually expanding. VBL supports students in developing effective

Figure 3. Enhancing the educational experience of tertiary students via VBL

Another significant advantage of VBL lies in students’ ability to control their learning experience. They can

readily review content, rewind segments, and navigate material according to their individual needs. These

correspondingly increases (Adnan, Ahmad, Yusof, Mohd Kamal & Mustafa Kamal, 2019). Figure 3 above

highlights the strengths of VBL based on recent research.

implementation. These theories include collaborative learning principles, which emphasise developing,

discussing, and exploring alternative perspectives. Learners cultivate problem-solving capabilities through peer

collaboration, sharing viewpoints, perspectives, and activities. VBL can enhance educational processes

through various mechanisms, including video summarisation. Chang, Yang and Wu (2011) observed that

students extract content from video lectures by recording essential information. Subsequently, the researchers

successfully developed a video summarisation platform and enabling learners to organise information whilst at

the same time reducing learning time. Video-based assessments represent another practical VBL usage for

pedagogical purposes. Qiao and Beling (2011) demonstrated that brief videos simulating authentic scenarios

and challenges can effectively assess students, requiring them to formulate responses to presented situations.

Learners must respond in real-time, selecting appropriate reactions for each scenario. This enables students to

participants reporting subsequent improvement. Learners can similarly enhance their oral communication

competencies through video lecture utilisation in language-based courses. Smyth (2011) reported that most

VBL classes adopt student-centred approaches, with fewer than 15% remaining teacher centred. Therefore,

VBL demonstrably provides opportunities for students to engage in collaboration to structure knowledge,

develop understanding, and achieve consensus with peers.

As demands for more effective and comprehensive pedagogical approaches have intensified in response to

globalisation, cultural transformation, and digital-age telecommunications technologies, numerous empirical

investigations have focused on conceptualising flipped classroom pedagogy. One such investigation

characterises the flipped classroom as an effective instructional strategy employing technology as a learning

An alternative conceptualisation of flipped classrooms describes them as instructional models that invert the

functions of lectures and conventional homework within academic courses (Bergmann & Sams, 2012).

Specifically, traditional in-class lecture instruction is converted into digital video format, enabling students to

review these materials beyond scheduled classroom hours. This methodology allows learners to focus on

addressing persistent individual challenges rather than dedicating substantial time to lectures they may struggle

to comprehend initially. Within this framework, instructors assume facilitator roles, motivating, guiding, and

providing feedback based on student performance rather than serving as the focal point of classroom

Given the flexible and adaptable characteristics of the flipped classroom approach, this learning environment

proves particularly suitable and practical for language classroom implementation (Egbert, Herman & Lee,

2015). Instructors can, for instance, provide students with grammar tutorials and lessons alongside quizzes to

prepare them before class sessions. Consequently, classroom time can be devoted to practicing authentic

everyday language usage rather than merely learning about these elements theoretically, as occurs in

Several empirical investigations have examined the flipped approach as compared to outdated classroom

methodologies. Research by Santikarn and Wichadee (2018) found that the majority of learners they studied

expressed agreement that flipped classrooms provided more encouraging learning environments. Among

model proved beneficial and received good responses from most veterinary students. This finding corresponds

However, Santikarn and Wichadee (2018) also acknowledged that generally favourable perspectives on flipped

classrooms are not universal, as several investigations suggest alternative conclusions. For instance, despite

Regardless, current pedagogically linked blended learning definitions gravitate towards three common

instructional and educational facets (Kanuka, 2001). Firstly, it functions as an instrument in educational

particularly within Southeast Asian tertiary contexts where educational institutions grapple with rapid

digitalisation whilst preserving pedagogical effectiveness and cultural relevance. Contemporary

implementations of Higher Education 5.0 technologies emphasise human-centred learning environments that

leverage digital tools including AI, IoT, and immersive realities to produce customised and efficient

educational experiences preparing graduates for Society 5.0 demands (Mohd Adnan et al., 2020). Within this

paradigm, VBL represents a pragmatic yet powerful mechanism for delivering content that accommodates

diverse learning preferences, promotes autonomous engagement, and facilitates ‘just-in-time’ knowledge

acquisition.

qualitative researchers (Mohd Adnan, 2017).

participate. Confidentiality was maintained rigorously, with personal identifiers removed from all data sets and

minds.

Figure 6. General perspectives of ASEAN university and college students with reference to VBL

Additionally, the participants hold the view that videos are fundamental contemporary educational resources,

and they prefer to be exposed to new ideas and immersed in new skills via the medium of video. This differs

from older generations of learners whereby videos are periphery to learning. Through VBL, video clips take a

more central position as important instructional delivery resource. As educational videos are quite common in

the here and now, they have become a central transmitter of knowledge and even skills. Indeed, for some

learners at tertiary level, video clips are the only content delivery method that matters when compared to

reading about the course or subject matters in their traditional textbooks. It is also important to take note that

easily digested ‘information nuggets’ that can provide information and skills that can later be internalised and

further expanded in the minds to their viewers (see Figure 7).

The issue of accessibility has been largely solved due to the proliferation of video sharing platforms like

YouTube, Vimeo and TikTok, and even platforms that support 360-degree videos and resource intensive VR

contents. To add to this, popular social networking platforms like Instagram, Facebook and Twitter also permit

the sharing of videos, even high-quality ones, at the push of a button. These video distribution platforms and

social networking sites are not just used for entertaining and socialising oneself, they now provide lecturers

and tertiary instructors an easy and open way to share and distribute video clips for teaching and learning.

Taking YouTube as an example, the comments section (or indeed any of the platforms or sites mentioned