This work focuses on the re-structure work of a module previously delivered face-to-face to more interactive approaches, capable to adapt to both online and/or blended learning environments and accommodating the changing needs of the learners due to the variable health and safety guidelines in relation to teaching in Higher Education during 2021–2022 due to the COV-19 pandemic. Several complex threshold concepts were identified, and the learning objectives of the module were modified and aligned with new learning activities and assessment strategies to create meaningful and clear associations for the learners. The principles of universal design for learning (UDL) were applied when re-designing new online/blended materials. The module included asynchronous delivery of theoretical contents related to business that served as the main scaffolds supporting active learning group work. The group work was organized as a research-based scenario in which the learners develop a business idea and specify all the different elements needed for a realistic business to work by the completion of a “business canvas”. The alignment of the new learning objectives, activities and assessments was evaluated by a peer-observation of a session and the student’s feedback. Overall, the design of a flexible module that could be delivered in both fully online and blended learning environments facilitated the delivery of the content and promoted active learning in a way that was suitable and capable to adapt and engage with the learners during the challenging and ever-changing learning environment created by the COV-19 pandemic. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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