The evolution of technology and the delivery of education have changed, making blended learning an in-demand sensation. Many higher education institutions worldwide have been working on ways to implement blended learning in their traditional schools, but the COVID-19 pandemic made this process more urgent. The purpose of this study was to show the key determinants of blended learning that impact higher education retention. This study used a systematic review (SR) in conjunction with UMGC'S OneSearch to answer the research question. The research results produced 661 articles, but only 46 were used for the systematic review. The 46 articles were critically appraised using the TAPUPAS benchmark and coded using ATLAS.ti. The results showed that academic excellence that considers intervention, student engagement, accessibility, affordability, flexibility, and effective course design in blended learning courses affects student retention in higher education. Higher education institutions should use data analytics and learning management systems, design blended learning courses that address student barriers, and allocate resources for blended learning and faculty development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]