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COVID-19 was declared a pandemic by the World Health Organization in 2020. A year later, we consider the shift and accept the necessity of continually re-imagining blended learning for life and work in the wake of COVID-19. This paper offers strategies initiated in teaching and learning at Middle East College, Muscat, Sultanate of Oman, during and post-pandemic. This research also shows how these changes have affected students' learning. It involved three stages of Practise: Surviving during the pandemic without compromising on any loss of education, managing continuity, and accelerating the education system by using the opportunity. All students registered in the Civil Engineering Programme in the Spring 2020, Spring 2021, and Spring 2022 semesters were involved in this study. The teaching and learning practise was evaluated utilising quantitative and qualitative methods. The quantitative method involved the students' performance in the assessment and findings from the survey. The qualitative method includes online analysis of students' feedback through Blitz Survey and Module Evaluation Survey (MES) by the Quality Assurance Office (QAO). The results indicated the approach adopted was quite effective in enhancing students' learning. The findings support the intuition of teachers seeking to help their students become digitally fluent in creating better tools and methods to support effective blended teaching and learning.