<p>Extensive meta-analytic evidence has documented the relationships between Big Five personality traits and academic performance in traditional educational settings. However, their associations with broader learning outcomes in online and blended environments—contexts characterized by reduced situational constraints and heightened demands for self-regulation—remain insufficiently examined. The present meta-analysis aimed to investigate (a) the extent to which each of the Big Five traits predicts cognitive, behavioral, and affective outcomes in online and blended learning, and (b) whether these associations vary across temporal stage (pre‑, during‑, and post‑pandemic), format (in‑class vs. out‑of‑class), modality (fully online vs. blended), and outcome measure type. Drawing on 61 studies (688 effect sizes, <i>N</i> = 59,497), the three‑level meta‑analytic model revealed that agreeableness, conscientiousness, and openness were positively associated with cognitive outcomes, while all five traits showed significant relationships with both behavioral and affective outcomes. Temporal stage moderated the associations between openness and behavioral outcomes, with effect sizes increasing progressively from pre‑ to during‑ to post‑pandemic. Outcome measure type moderated the associations of conscientiousness and openness with behavioral outcomes, with subjective self‑reports yielding stronger effects than objective participation metrics. No significant moderating effects were detected for format or modality. These findings advance theoretical understanding of personality in digital learning contexts by demonstrating both the robustness of trait–outcome associations and their sensitivity to temporal context and measurement approaches. The results suggest that educators and instructional designers should consider not only individual differences in personality but also the broader context in which learning occurs, while remaining attentive to how outcomes are operationalized and assessed.</p>