Today, the design of children's educational and cultural spaces extends beyond meeting physical and functional requirements; it requires the creation of environments that simultaneously foster meaningful learning experiences, social interaction, and cultural engagement. Accordingly, the present study aimed to investigate the role of the synergistic integration of interactive architecture and emerging technologies in enhancing meaningful learning, strengthening cultural identity, and fostering children's sense of place. A mixed-methods research design was adopted. In the qualitative phase, the dimensions and components of the conceptual model were identified and developed through semi-structured interviews with experts in architecture, educational space design, and child development. In the quantitative phase, the proposed model was validated using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The findings revealed that the effective integration of interactive architectural features with emerging technologies significantly enhances children's participation, creativity, interaction, and meaningful learning. Furthermore, meaningful learning, as a key outcome of this synergy, exerts a positive influence on strengthening cultural identity and fostering a sense of place. The structural model also confirmed both the direct and indirect relationships among the study variables, indicating that the quality of children's spatial experiences is enhanced when technology is employed to support interaction, play, exploration, and multisensory experiences rather than functioning merely as an independent instructional tool. Based on these findings, the design of children's cultural centers and learning environments should adopt an integrated, human-centered approach in which physical spaces, interactive technologies, and learning activities operate as a coherent system to promote children's cognitive, cultural, and social development. Overall, this study proposes a conceptual framework that explains the relationships among interactive architecture, emerging technologies, and educational and cultural outcomes, providing valuable implications for the design of future learning environments and for further research in this field.