In the teaching of three-dimensional space based on design in colleges and universities, it is the core task of teaching to improve students’ understanding of the transformation from 2D to 3D morphology and their practical operation ability. Based on embodied cognition theory, this study focuses on the key content of two-dimensional to three-dimensional morphological transformation, and is committed to constructing an effective teaching design and teaching strategy system. In this study, 33 first-year students majoring in art and design from Guangdong Comprehensive University were divided into experimental group and control group. The experimental group used teaching strategies based on embodied cognition, covering multiple aspects such as body perception, sensory experience, and situational simulation. Students experience first-hand the transformation of morphology from 2D to 3D through multi-sensory experiences such as body imitation of 2D graphics and 3D model shapes, with the help of VR technology, and participation in the “Space Sculpture Project” scenario simulation. The control group used traditional teaching methods. In order to comprehensively evaluate the teaching effect, the study collected data from multiple dimensions through a combination of quantitative and qualitative methods. The quantitative analysis covers students’ aptitude test scores and work evaluation scores; Qualitative analysis focuses on students’ classroom performance and learning feedback. The results showed that the overall average score of the experimental group increased by 15.43% compared with that of the control group, the score of innovation of works increased by 20%, and the class participation reached 80%. These results show that the teaching strategy based on embodied cognitive design has achieved remarkable results, and the students’ abilities in spatial perception, hands-on practice and innovative thinking have been significantly improved, and their works have outstanding performance in innovation, aesthetics and functionality, and their satisfaction with teaching methods is also higher. However, there are some limitations to this study. The small number of samples and narrow scope, the short experimental period, and the strong subjectivity in the data collection process affect the universality and accuracy of the research conclusions to a certain extent. Future studies may consider expanding the sample range, extending the experimental time, and further optimizing the research methodology. At the same time, the integration of embodied cognition and other educational theories should be explored in depth, and its application in different disciplines and courses should be expanded, so as to provide more powerful support for education and teaching reform.