<p>Blended design studio has been increasingly positioned as a promising approach in design education for its potential to synergistically fuse physical and online learning. However, existing qualitative insights of attributes influencing students’ perception in this learning environment lack generalizability, and the distinct nature of the design studio context creates uncertainty in applying findings from other educational contexts. This study aims to statistically examine the predictors of students’ continuous intention for the blended design studio from instructional, technological, and demographic aspects. Data from 226 design students were analyzed using partial least squares structural equation modeling (PLS-SEM) and importance-performance map analysis (IPMA). Results confirm that teaching presence, cognitive presence, social presence, effort expectancy, and facilitating conditions are significant predictors, with gender and year of study showing no significant moderating effect. Students’ cognitive engagement and instructors’ instructional quality outweigh social experiences, while technological aspects serve as secondary predictors. The analysis further identifies specific indicators within these constructs that are high in importance, highlighting priority areas for improvement. The study finally proposed a hierarchical framework of priority for designing and implementing the blended design studio, providing evidence-based insights for educators and institutions.</p>