The Central Asian region, due to its location on the Silk Road and its role in the reconstruction of Iranian national culture, is a suitable context for understanding Iranian architecture. Political developments and the multiplicity and durability of emirates have caused building diversity. Madrasas are among the functions that have a privileged position among these buildings and have been favored by the rulers for religious-political reasons. In this research, a comparative study between Central Asian madrasas has been done. To date, no studies have examined the architecture of Central Asian madrasas during the Islamic period using contemporary research methods, whereas most architectural studies have increasingly adopted modern analytical approaches. The research method is based on case studies. Schools were analyzed in DEPTHMAP software. One of the objectives of this research is to clarify the roots of physical planning and typology of these madrasas by applying spatial, structural, and physical analysis of the madrasas in this geography. The question of this research is: What is the process of spatial transformations of Central Asian madrasas? The research aims to investigate the spatial evolution of Central Asian schools from the Timurid to the Oshtarkhanid. This research shows that، the design procedures were formed based on the variety in the number of yards، the way of demarcation between the public area of the city and the education space، the separation of residence and teaching، and from the physical point of view، the way of volume organization including having The minaret، the shape of the entry organ، the way of stabilizing the volume in the corners and from the spatial aspect، the shape of the courtyard، the presence of the mosque and other side spaces have been effective on the system of building madrasas. The madrasas of this geography represent a generalization of education through the formation of a semi-public space. The results also indicate that during these three periods, the architecture of schools has moved towards increasing spatial control, strengthening privacy, and a balance between social connection and educational confidentiality.
