Research on space, the fundamental dimension of human existence, remains a vibrant scholarly pursuit. Humanity perpetuates and evolves through spatial praxis. Contemporary scholarship transcends the traditional conception of space as a mere container to be filled, instead interpreting it as a human-constructed environment—the framework of the lifeworld—and a socially produced relational construct. This paradigm shift has integrated spatial discourse into philosophical, sociological, and pedagogical contexts. Education, as a socially necessitated human activity, inherently exists through spatial interactions between individuals and their environment, embodying relationships between humans and the world (spatio-temporal reality). Translating spatial research—including cognitive and experiential understandings of space—into educational domains to catalyze pedagogical and learning processes requires systematic analysis: first, examining conceptual extensions of space; subsequently, engaging in philosophical reflections on its ontology and interpreting sociological connotations of social space. Philosophically, space originates from yet transcends physical place: places manifest through sensory perception, while spaces emerge through psychological cognition. Sociologically, space constitutes a relational ontology, mapping dynamic interconnections between people and objects. Educational space, a specialized social space, reflects educational processes within this spatial dimension. Its conceptualization encompasses two dimensions: educational places preserving pedagogical purpose and inherent attributes, and physical learning spaces interwoven with specific societal contexts. Constructing institutional learning environments necessitates adherence to both architectural principles and pedagogical standards. Traditional rigid spatial paradigms prove inadequate for the digital era. Consequently, educational spaces must demonstrate adaptability and be flexibly constructed. Recent trends reveal a gradual dissolution of physical boundaries in the configuration of educational environments and the establishment of spatial order. The interconnectedness of inclusive, digital, and cross-domain educational spaces will give rise to a new paradigm of hybrid educational spatial formations for the contemporary age.