In the Iranian educational system, traditional teaching methods have limited opportunities for interaction and collaborative learning, creating a gap between academic education and professional practice. Collaborative learning, as one of the modern educational approaches, has a significant impact on student interactions and the quality of the learning process. University spaces can enhance this type of learning and provide a platform for effective interactions through appropriate physical design. This research aims to investigate the physical factors affecting collaborative learning and knowledge management in university spaces. Given the importance of collaborative learning in improving the quality of education, the design of university spaces should facilitate and encourage student interactions and collaborative learning. The primary objective of this research is to identify the physical factors affecting collaborative learning and knowledge management and to conduct a comparative analysis of them in four domestic and international university case studies. This research employs a qualitative approach and a descriptive-analytical methodology. Data were collected through documentary and library studies and analyzed using content analysis and logical reasoning. The results indicated that physical factors such as form and geometry, lighting, color, materials, furniture and layout, and social interactions have a significant impact on collaborative learning. Flexible and dynamic space designs enhance student interactions and contribute to improving the learning process. Appropriate physical design of university spaces plays a crucial role in promoting collaborative learning. Emphasizing the design of dynamic and flexible spaces can improve the quality of education and create a favorable environment for collaboration, exchange, and knowledge management among students.