A lack of practical guidance or instructions for students who are expected to play a pivotal role in learning during blended learning was noted. Thus, to fill this gap, a checklist was developed to outline the roles students were expected to play and specific behaviors expected of them within blended learning. Initially, a set of preliminary items comprising 16 statements across 3 categories, namely, “student-agency,” “collaboration for collective learning,” and “responsible digital utilization,” was derived through literature review and written inquiries. These items were refined and categorized based on expert opinions. Subsequently, a questionnaire survey targeting teachers was conducted to validate the relevance of these preliminary items, revealing that while most items in the “student-agency” and “collaboration for collective learning” categories were integrated into two factors comprising 16 statements, they were not distinctly separated from each other. As a result, a final checklist comprising 16 items grouped into two categories, “student-agency and collaborative learning participation” and “technical and environmental support for learning,” was developed. The finding that items related to individual student-agency and mutual collaboration did not segregate underscores the need for further research by re-evaluating the meaning of autonomy and practically understanding autonomy and collaboration. This suggests the necessity for additional studies rooted in the refinement and expansion of concepts and the exploration of specific practical applications. Expectations are set for this checklist to help facilitate and support blended learning through future efforts aimed at refining concepts, maximizing understanding, and exploring practical implementation methods.