Technological developments and the expansion of blended learning environments in higher education have doubled the need to review the methods of using university textbooks. Textbooks, as one of the most important sources of formal learning, require innovative heutagogy approaches to play an effective role in active, deep, and transferable learning in both face-to-face and virtual contexts. The aim of the present study is to identify and synthesize effective heutagogy approaches for the optimal use of textbooks in blended learning environments. The approach of the present study was qualitative and its method was synthesis research. The scope of the study included all articles published in the last decade (2015-2025), of which 28 titles were selected as samples based on content-based thematic monitoring. Research data were collected through qualitative analysis of the documents studied. By analyzing the data, key factors were classified into four selected codes, 10 core codes, and 50 categories, including self-directed approach (including control and independence in learning, structured support for independent learning, self-assessment, and learning monitoring); constructivist approach (construction and production of integrated knowledge, connection of concepts, and integration of resources); collaborative learning approach (use of interactive tools and media, content-based team activities); and critical approach (development of critical thinking, criticism and revision of educational resources, personalization of resources based on artificial intelligence and data). The research findings can be used to design curricula, produce and revise academic books, and also empower professors in the effective use of course resources in blended learning environments.