This study aimed to identify and conceptualize the key dimensions and indicators for evaluating the effectiveness of blended learning courses in organizational educational settings. This applied study adopted a qualitative approach using a mixed-method systematic review. Relevant scientific documents were retrieved from the Scopus and Web of Science databases based on the PRISMA framework, covering publications from 2000 to 2025. Out of 2,606 initially identified articles, 52 eligible studies were selected after applying inclusion and exclusion criteria. Data were analyzed through thematic synthesis, and analytical reliability was confirmed via independent coding by two researchers and calculation of Cohen’s Kappa coefficient, which exceeded 0.80. The findings revealed that the effectiveness of blended learning in organizations is multidimensional and can be explained through seven core dimensions: organization, learning environment, instructional design, content, learner, instructor, and evaluation. A total of 78 validated indicators were identified, indicating that the effectiveness of blended learning emerges from the systematic interaction of these dimensions rather than isolated factors. The study concludes that evaluating the effectiveness of blended learning in organizational contexts requires a comprehensive and systemic framework, and the identified dimensions and indicators provide a robust foundation for improving the quality and impact of organizational training programs.