An interest in hybrid teaching environment (HLEs) has emerged, particularly since 2020. A previous study on HLE during the Covid-19 period identified several evaluation challenges. These challenges stem from the composite nature of the environments (combining human, technical, and pedagogical elements) and their hybridity (varying degrees of support, openness, and presence-distance interaction). The literature also highlights methodological shortcomings. The learning experience in a blended context is poorly defined, and data collection often prevents comprehensive analysis. This paper specifically addresses the following research question: how can we measure the learning experience in a blended learning context? The state-of-the-art review identifies key dimensions for consideration, emphasizing the need for multidimensional approaches to gain a deeper understanding of the learning experience. We aim to apply the designed instrument in research in three different contexts. Ultimatel y, this paper seeks to enrich our understanding of the complexities surrounding the learning experience in blended learning and to provide recommendations that support teachers’ pedagogical practices.