Scientific publications discussing online/distance learning have significantly in-creased throughout the last decade. The COVID-19 pandemic represented an unexpected condition that significantly changed people ́s lifestyle along withthe education domain boosting even further its digitalization, mostly at higherlevels. The digitalization of education is facilitating a pedagogical shift from physical to virtual. Distance learning is becoming more popular as it may par-tially replace on-campus education. In this new digital scenario, the focus on engagement, the instructor’s role, and course design is of crucial importance.

As for the course design, teachers have been challenged to comply with the Con-structive Alignment (CA) approach. In this work we assume that Teaching Learning Activities (TLA) and Assessment Tasks (AT) should be adjusted to achieve the same Intended Learning Outcomes (ILO) set before distance learn-ing [5]. In view of the above, this paper assesses two courses selected from the Industrial Engineering study program o↵ered in two prominent European highereducation institutions. The CA approach is the baseline of this work and is used to analyse how the TLA and AT of the selected courses are adjusted to main-tain alignment with the ILOs defined before the digital transition. The main contribution is defining a set of categories to guide the digital transaction inengineering and beyond by maintaining the alignment on ILO-TLA-AT.