Traditional historical schools in Iran represent valuable and human-centered architecture. The structure, formation, and spatial organization of these schools reached their peak in historical cities like Isfahan during various periods. The concept of typology and evaluation of the architecture of traditional schools from both visual and functional perspectives is a research topic and challenge for contemporary researchers to achieve the structure of architectural configuration. In this research, the main goal is to typify and evaluate the visual criteria in 16 schools related to the three historical periods of Safavid, Qajar, and early Pahlavi in the city of Isfahan. The research method is descriptiveanalytical and applied in purpose, and it has functioned based on content analysis and inferential reasoning. The findings indicate the influence of the three sub-criteria of basic form, the method of symmetry, and the position of the central courtyard in the visual structure of the architecture of traditional schools. As a result, in the comparison between these three periods, it can be seen that each period has changed the design of spaces according to the needs of society and has tried to create a balance between educational, social, and cultural elements in such a way that in the type of social interactions and the type of education, respectively, from the structure of open space in the visual dimension, it has ended in the individual behavioral setting, and the spatial structure has been transformed from around the central courtyard of the Safavid era to a wider, more asymmetrical space in the later periods. In the studies, by examining the functional dimension of the architecture of traditional schools, the correlation between the two structures can be further and more accurately addressed.
