Most hybrid learning design methods stem from isolated efforts that lack a cohesive conceptual structure. This chapter presents an empirical study that addresses this issue by identifying clusters of guidelines that form a hybrid learning design framework. The study employed Group Concept Mapping (GCM), a consensus-driven participatory approach that combines qualitative data collection methods with advanced statistical analysis, involving a panel of hybrid learning design experts. GCM identified the following clusters of guidelines for hybrid learning design: (1) Implementing hybrid teaching methods, (2) Facilitating collaborative learning, (3) Individualizing learning and teaching, (4) Assessment forms and techniques, (5) Fostering interaction and a sense of community, (6) Managing pedagogical and technological affordances, and (7) Scaffolding student self-regulation. The cluster focused on the Individualization of learning and teaching is deemed one of the most important yet also the most challenging to implement in practice. The study suggests that hybrid learning design requires adapting teaching methods to the unique characteristics of the hybrid learning environment, seamlessly integrating technological tools with pedagogical approaches, providing professional training, and promoting self-regulated learning. The framework can serve as a design blueprint to support hybrid learning and teaching.