Blended Learning (BL), an innovative, technology-supported pedagogical approach, has gained widespread adoption in schools and universities. Its effectiveness has been scrutinized across various educational domains, including education, computer science, nursing, engineering, and psychology. This study examines the major trends in BL research in higher education (HE) through co-occurrence keyword, co-citation, and bibliographic coupling analyses of 1501 studies published between 2004 and 2024 and indexed in the Scopus database core collection. Employing a quantitative approach and visual analytical tool VOS Viewer, the review identifies development trends, influential researchers and institutions, and pivotal studies and topics in the field, informing future progression. The findings reveal a significant growth in BL research over the past decade, evidenced by exponential publication and citation increases. Over the past 20 years, the field of BL has coalesced around a conceptual core primarily focused on transforming teaching by integrating face-to-face instruction with IT applications. This underscores the enduring importance of BL at HE in shaping policies and practices in higher education.