In the context of contemporary higher education, campus space design serves as a vital tool for teacher-student interaction and the development of a sense of community in addition to serving the needs of studying and living. However, social contact and psychological belonging are frequently overlooked in traditional campus design, creating a gap between physical arrangement and real demands. This study offers a number of creative approaches for managing and designing campus spaces that are based on the student community interaction paradigm. Teaching, housing, and community services are organically integrated to improve the interaction between teachers and students through the introduction of the “molecular unit” concept. Resources are shared and more opportunities for social practice are realized through the establishment of a comprehensive mechanism between the campus and the urban society. At the same time, the psychological identity and sense of belonging of the teachers and students are enhanced through the construction of the event space and the spirit of the place. Furthermore, the idea of hybrid living that this study promotes can aid in removing barriers between students and teachers and further improve campus life. The results encourage spatial innovation and cultural growth in higher education settings and offer theoretical support and useful guidance for future campus design.
Yu et al. (Thu,) studied this question.