<![CDATA[Post-COVID-19 blended learning evaluations remain fragmented, often assessing Learning Management System (LMS) acceptance or satisfaction in isolation from service quality, learning interactions, and technological capabilities. This study formulates an integrated blended activity service measurement model using a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, the PICOC framework, and CASP appraisal. A search covering 2021–2026 yielded 1,045 records (Scopus: 283; Google Scholar: 762); screening resulted in 146 files, and after removing 11 duplicates, 135 articles were evaluated. Following the exclusion of 48 articles, 87 underwent CASP assessment (mean score: 7.98/10); 7 low-quality articles (<6.0) were removed, leaving 80 articles for synthesis (mean score: 8.29/10). RQ1: Publications surged between 2024 and 2026 (74 of the 80 articles), predominantly featuring quantitative designs based on surveys and Structural Equation Modeling (SEM) within Southeast Asian contexts (Vietnam, China, Indonesia). RQ2: Six dimensions of service quality and satisfaction were identified: academic and teaching quality; non-academic services and institutional support; system, information, and IT service quality; access and workflow organization; lecturer interaction and support; and satisfaction and performance outcomes. RQ3: A three-pillar framework—comprising Service Quality and Workflow Design, Interaction and Engagement, and Educational Technology Capabilities—was established to drive satisfaction, engagement, and performance, serving as the basis for questionnaire indicators.]]>
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