Traditionally rooted in the domain of Human-Computer Interaction (HCI), usability has been primarily associated with the technological performance of a system's user interface. However, as learning technologies continue to advance, a pressing need exists to evaluate these tools from a broader perspective, encompassing not just technological but also pedagogical and sociocultural dimensions. The current paper delves into the multifaceted nature of usability in the context of Learning Design and Technology (LDT). We identified prevailing gaps in current usability research practices within LDT, notably the over-reliance on HCI-derived instruments that may not holistically capture the unique usability demands of learning technologies. To address these challenges, we embarked on the development and analysis of the Comprehensive Assessment of Usability Scale for Learning Technologies (CAUSLT). A total of 155 responses were collected and analyzed. Utilizing exploratory factor analysis, this study aimed to explore core constructs for the development of CAUSLT. Our findings underscore the importance and the critical need for a comprehensive usability evaluation framework tailored for learning technologies, setting the stage for more effective and user-centric educational tools.