Innovation to support work-integrated learning (WIL) delivery in Australian higher education and other countries is becoming increasingly important due to the complexities associated with integrating work and learning in this context. Exacerbated by the COVID-19 pandemic, complexities include the changing nature of work and challenges related to providing work placements as a key WIL strategy. This paper presents an innovative online non-placement WIL unit of study developed to address a range of complexities facing the provision of WIL in environmental health higher education. The theoretical basis of the unit, conceptualized through a lens of doing, knowing, being, and becoming, together with the pedagogical practices and strategies and specific learning tasks adopted, is described. Whilst further research is required to investigate the ability of this model to satisfy all key stakeholders, the outcomes have been promising.