The study explores the redesign of an Entrepreneurial Thinking and Innovation course, focusing on promoting an intrapreneurial mindset through project-based learning. Initially delivered face-to-face, the course transitioned to a virtual-hybrid model in response to the COVID-19 pandemic. The redesign objective was to enhance educational effectiveness and student engagement by integrating synchronous and asynchronous learning strategies within the online environment. Key features of the redesigned course included synchronous feedback sessions on project milestones, high-quality asynchronous instructional videos, and individualized project feedback via screencasts. The impact of these changes on student perceptions and learning outcomes was evaluated through surveys and end-of-term assessments. Results demonstrated notable improvements in student engagement, comprehension, and performance, with average final project grades increasing by 8–10% compared to the traditional format. The study concludes that the virtual-hybrid model provides a flexible and effective alternative to conventional classroom instruction, preparing students for future hybrid work environments. Further research is suggested to investigate the broader applicability of this model across various disciplines.