This review study explores the impact of blended learning on student-teacher interactions in higher education. Blended learning, which integrates both face-to-face and online instruction, has emerged as a crucial educational approach, offering flexibility and enhancing interaction opportunities. This study synthesizes findings from existing research to assess how blended learning affects the quality and frequency of student-teacher interactions. The results indicate that blended learning enhances student engagement, facilitates continuous communication, and supports active learning environments. However, it also presents challenges such as potential feelings of isolation among students. The findings suggest that while blended learning generally improves interactions compared to traditional methods, the design and implementation of blended learning environments must carefully consider strategies to mitigate these challenges. The review concludes by offering recommendations for future research, focusing on the need to explore diverse student experiences and develop best practices for optimizing interactions in blended learning settings.