<p>Educational space not only shapes the learning environment, but also profoundly affects people's psychological experience and identity. However, its psychological mechanisms in specific cultural-historical contexts remain understudied. This paper takes historical educational sites in Rongxiang, China, as a case study to explore how these spaces stimulate emotional resonance and identity formation through architectural structure and cultural narrative during a time of societal transition. The study integrates the theoretical framework of spatial narrative and genius loci, and draws supplementary insights from affective geography to interpret how emotional experience and place attachment emerge through spatial practice. Using environmental psychology, cultural psychology, and phenomenology, the research combines historical document analysis, spatial interpretation, and space syntax to systematically examine the structural characteristics and psychological implications of four representative educational spaces. By analyzing the frequency of psychological expressions in textual sources and linking them with spatial visibility and connectivity metrics, the study reveals how space functions both as a cultural carrier and a psychological trigger. The findings suggest that natural symbolism, participatory design, image metaphors, and regional expression in Rongxiang’s educational spaces promote cognitive mapping, identity generation, and emotional cohesion. This research contributes to a more nuanced understanding of how educational spaces operate within the dual dimensions of culture and psychology.</p>