This study aimed to determine the physical components of flexible learning environments that affect the promotion of collaborative learning in architectural studios. This qualitative study was conducted using a grounded theory approach. Data were collected through semi-structured interviews with 20 architecture professors from Islamic Azad universities who had experience teaching design courses in architectural studios with different physical characteristics. Interviews continued until theoretical saturation was reached. The data were manually analyzed through open and axial coding. The analysis identified three main dimensions of the physical components of flexible learning environments: changeability, adaptability, and variability. Changeability included spatial redefinition, color, movable partitions, equipment, and tools. Adaptability included furniture, multifunctional spaces, lighting, and visual orientation. Variability included access, material diversity, diversity in presentation surfaces, and spatial arrangement. According to the experts, these components enhance interaction, teamwork, idea presentation, collective critique, and active student participation in architectural studios. The findings indicate that promoting collaborative learning in architectural studios depends on designing spaces with the capacity for change, adaptation, and spatial diversity. Therefore, attention to the physical components of flexible learning environments can provide a practical basis for redesigning architectural studios and improving the quality of design education.