## 4 Implementation of Agile Approach in Smart Classrooms
The results obtained in developing the analysing skills using smart classroom activities for Enterprise Resource  
Figure 11: Students’ creating skills after experiential learning in smart classroom (Subject 1). Figure 12: Students’ creating skills before last smart classroom activity (Subject 2). Figure 13: Students’ creating skills after last smart classroom activity (Subject 2). Planning (Subject 2) were quite similar though a group of students still remained in the 'Below Average' level, while some students even progressed to 'Very High' levels as shown in Figure 9. Further, with the experiential learning exercise designed in the smart classroom activity of Subject 1, Figures 10 and 11 show an improvement in student motivation to actively engage in creating a SWOT (Strength-Weakness-Opportunity-Threat) analysis artefact. An advanced smart classroom activity was developed following our Agile two-phase iterative approach (Figure 5) by improving the process through feedback gained in the initial activity. Our approach aided in the teaching enhancement for designing and administering the smart learning activities for one of the HOTS, namely creating skills, and students' results are shown in Figure 11. In this experiential learning exercise, students were required to engage collaboratively using a smart classroom tool to develop a business process re-engineering model using an industry-standard modelling technique taught based on the Business Analysis Body of Knowledge (BABOK) guidelines. Similarly, Subject 2 results on creating skills of HOTS show improved progress at 'Very High' levels as perceived by the students (Figures 12 and 13). The implementation of our Agile approach in our ongoing research involves the use of a variety of online collaboration tools. We have developed smart classroom teaching strategies using online software tools such as MIRO for interactive whiteboard collaboration, Mentimeter for interactive polling, Vizologi for business flows, business process modelling and visualisation, etc. Our key finding is that as technologies evolve in the use of big data analytics in solving complex business problems, we could adopt such software tools to improve the classroom engagement of Gen-Z learners [52]. Using an Agile iterative approach, we have demonstrated how innovative teaching strategies designed with such online tools could effectively assist students in collaborating and achieving the necessary HOTS required in Industry 4.0. Another key finding is that a combination of smart classroom environments with learning activities that focus on integrating the concepts among various related subjects can result in filling the gap found in the workplace with the necessary Business Analytics skillset. A comparative analysis of the results from Figures 6-9 between the smart classroom activities in two subjects of Business Analytics shows that there is a perceived increase from 0 to 25% in students' self-assessment for the 'High Level' cognitive ('Analysing') skill achievement. The improvement is also evident as the activities are refined from one subject to the next. Similarly, there is a rise in terms of students' ('Creating') skills by comparing Figures 10-13 with an achievement of 33% 'High Level' in the after-activity survey as compared to 0% rated in the before activity survey. Lecturer's observations during the activity in the smart classroom environment were taken as qualitative feedback, and after the data collection, the student learning patterns were compared. Students were more willing to participate in the activity and engage interactively with the Lecturer and other students through a fun and interactive platform and learning activities. Overall, the tools used in the activity helped the students to enhance their HOTS skills (analysing, evaluating, and creating). Students were able to analyse the concepts learned, research and compare other concepts in the same topic as an evaluation exercise and create their own perspectives to present and share their own learning with the whole class.