Despite the fact that blended learning, teaching and education have been labelled as ‘the new normal’ and are being conceived by some as a ‘foregone conclusion’, they are still ambiguously defined and discussed in the literature. Conceptual and operational problems induce important challenges to scholars and practitioners in higher education. In this presentation, we will elaborate on operational definitions and dimensions of blended learning, teaching, and education, and present empirical evidence of working practices and policies in the partner institutions of the EMBED project.