Teaching and learning practices have drastically changed after the COVID-19 pandemic and have encouraged distance learning opportunities through various technologies. Learning modes for undergraduate learners, in particular, have undergone significant change post-pandemic as classes were held in online settings and courses were taught online, and now they have transitioned again to traditional modes. Literary evidence indicates that there are some instances in which students are unable to engage and interact properly in an entirely online environment, which ultimately paved the way for a hybrid learning setting. This paper aims at exploring and analyzing the various perspectives of the stakeholders involved in the learning process in terms of engagement and interaction. The study would essentially deal with a comprehensive exploration of how to make the learning process more effective for the students by providing them with more flexible and engaging solutions. To inquire about and understand the actual perspectives of the stakeholders, a twofold survey method was followed. The quantitative responses of 100 undergrad students were recorded to understand the context of the problem. The study proposes a service design module that would encourage effective and better learning for undergrad students. Qualitative data was recorded through interviews among 20 design students and 10 design facilitators to understand the feasibility of the proposed module. This study could also project to students who are yet to initiate their undergrad journey and students of postgraduate and doctoral levels. It should also look into the perspectives of all the stakeholders, including teachers and facilitators, for effective and better learning in the future.