In today’s higher education landscape, campus space design is more than a response to learning and living needs—it is also a key driver of meaningful teacher–student engagement and a stronger campus community. Yet many conventional campus plans prioritize functional layouts while giving limited attention to social interaction and psychological belonging, leading to a mismatch between built environments and real user expectations. This study proposes a set of forward-looking planning and administrative strategies grounded in a student–community interaction framework. By introducing the concept of a “molecular unit,” it connects teaching spaces, residential areas, and community services into an integrated system that encourages closer teacher–student communication. It further recommends building a coordinated campus–city linkage mechanism to promote shared resources and expand opportunities for social practice. In parallel, the creation of event-oriented spaces and a distinctive “spirit of place” is emphasized to strengthen identity and belonging among both students and staff. The study also advances a hybrid living concept aimed at reducing everyday barriers between students and instructors and enriching campus experience. Overall, these findings support spatial innovation and cultural development in higher education and provide both theoretical grounding and practical direction for future campus design.