COVID-19 has "taught" universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain "success indicators" and "success factors" in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of "knowledge," "teaching," "learning," and "technology" and "its role in learning." To better inform successful blended learning adoption, this study problematizes "success indicators" and "success factors" based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education.