INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode.