County-level community learning centers (CLCs) embody the principles of lifelong learning and represent a critical pathway toward establishing a learning society. While their development aims to promote equitable educational distribution across urban and rural communities at the county level, vast geographical disparities and socioeconomic variations necessitate differentiated approaches. From a spatial justice perspective, equity constitutes the normative value in CLC spatial allocation, reflecting both theoretical dimensions of social justice governance and the exogenous value of equalized educational services. Conversely, spatial differentiation presents the empirical reality of CLC development, manifesting as historically rooted geographical distribution gaps and inevitable socioeconomic-cultural disparities. To resolve this dual paradox, four integrated strategies are proposed: implementing integrated urban-rural service delivery to uphold spatial justice; acknowledging regionally differentiated spatial configurations; developing complementary spatial exchange mechanisms that leverage local distinctiveness; and deploying smart digital platforms to enhance spatial connectivity.