The concept of “space” in sculpture is a complex, multilayered, and interdisciplinary phenomenon shaped by perception, the body, material, and meaning. Historically, the understanding of space has evolved: in physics, from an absolute structure to a relative framework; in philosophy, from an a priori category to a phenomenological experience; and in sculpture, from a static background to a dynamic element in meaning-making. These shifts underscore the necessity of a networked approach to teaching space in contemporary sculpture, integrating theoretical knowledge with students’ practical capabilities. Grounded in connectivist learning theory, this study aims to develop a network-based model for sculpture education that organizes philosophical, physical, and aesthetic knowledge as nodes within a conceptual network, thereby enhancing students’ analytical and creative engagement with space. Employing a qualitative, descriptive-analytical methodology with an applied-developmental focus, data were collected through library research on space in physics, philosophy, and art, alongside a field study analyzing contemporary sculptors’ works and final projects of sculpture students at the University of Tehran. Analysis followed the network logic of connectivism to examine interactions among spatial layers in teaching and justify the methodological approach. Findings indicate that addressing both physical and philosophical dimensions of space elevates students’ understanding from sensory perception to analytical and creative application. The study recommends a connectivist framework for sculpture education to foster a multidimensional understanding of the interrelations among form, space, and meaning.