The research on higher education generally agrees that inclusive and equitable teaching and learning strategies are necessary. The concept of inclusiveness seems to be overlooked in the context of Electronic Work Integrated Learning (eWIL). This research proposes a framework for the creation of a eWIL curriculum by utilizing insights from multidisciplinary theories. Among its salient characteristics are a purposeful, inclusive strategy that unifies the teaching method (the “how”) and content field (the “what”) of technology-assisted delivery or teaching. Anticipating and adapting to the varied backgrounds, skills, goals, and requirements of students and principal partners the academics and employers are the framework’s main concerns. The results of both “hard” and “soft” outcomes like student employability and involvement or inclusion in the actual job while still on training are part of the curriculum. The framework identifies specific challenges that students have when engaging in electronically mediated activities and learning. Employers may also face difficulties as they develop new strategies for operating in a digitized workplace. A solution is proposed in anticipation of certain conflicts in putting the envisaged eWIL curriculum into effect. All things considered, the eWIL framework provides a comprehensive strategy for the active discussion, execution, and assessment of eWIL initiatives. This is an important topic to think about now that remote employment and online learning have become so prevalent during and after COVID-19.