The propagation of digital learning tools and the need to incorporate contextualized pedagogy plays a vital role in the development of 21st-century skills. The action research sought to explore the effect of Facebook as an integrated blended learning tool for students learning outcome using a quasi-experimental pretest-posttest and interview research design. The study gathered data from 15 students for the experimental group that was based on internet access profile and online behavior towards integrated blended learning mechanism and 15 students for control group infused in a traditional approach. The instrument used was the researcher-made test based on the prescribed learning competency in TLE exploratory validated by a master teacher. The salient findings yielded, that the students who involved on integrated blended learning tool had a significantly greater achievement in two of the exploratory learning competencies: entrepreneurship and prepare and use of tools in Technology and Livelihood Education Grade 7 exploratory. Despite limited access to the internet, student's experience in the blended instruction was exemplary, proving that Facebook was an effective learning-teaching integration and supplementary instruction in redefining classroom. Hence, it fosters motivation and confidence in interacting with other students. Finally, Facebook as blended learning integration is an effective instructional tool for teaching TLE exploratory which allows millennial learners to learn according to their own pace, time and place.