Previous studies suggest that learning experience influences students' academic engagement and self-efficacy mediates the association between them, and the sub-types of self-efficacy are distinct and play different roles. However, the different roles of self-efficacy sub-types, especially in blended learning environments, have yet to be explored. The present study investigated the potential mechanism of sub-types of self-efficacy on the relationship between the learning experience and academic engagement in a smart classroom environment in the background of COVID-19. Three hundred-eight participants volunteered in this study and finished the survey, including the learning experience, self-efficacy, and academic engagement questionnaire. The results showed that learning experience significantly influences academic engagement, and sub-types of self-efficacy play different roles in the relationship between learning experience and academic engagement. Furthermore, only academic and behavioral self-efficacy mediated the relationship between them. The results of this study have specific implications for creating a sustainable blended learning environment and promoting students' academic engagement.