The Fourth Industrial Revolution digitally transforms the teaching and learning process, prompting universities to include online programs in their academic offerings, where ICT plays a significant role. This paper details a methodology that assists in selecting virtual resources for online or hybrid classrooms, aiming to facilitate their construction. This methodology defines the desired learning path each student should follow to learn each topic of a subject, based on the learning taxonomy defined by Fuller et al., which posits that the primary learning goal in engineering careers is the ability to create. Thus, the application encompasses synthesis and evaluation, rather than being a lower-level skill. Once this path is identified, the most suitable virtual resources for each cognitive level are selected to help students achieve the desired learning objective for the topic.