Objective Chinese scholarly academies constitute a distinctive synthesis of pedagogical practice, philosophical thought, and environmental design that flourished from the Tang through Qing dynasties. Typically situated within natural landscapes, these institutions extended far beyond their educational functions, evolving into complex cultural landscapes where topography was deliberately transformed into symbolic space through sustained literary and ritual practices. This process of literary inscription—whereby physical features were assigned allegorical meanings through poetry, naming conventions, and philosophical discourse—reconfigured wilderness into conceptually layered “academy gardens.” Despite UNESCO’s recent recognition of academies as an important category of World Heritage, critical interpretive gaps persist. Major sites like Zhejiang’s academy clusters continue to suffer from fragmented conservation approaches that inadequately address the dynamic interrelation between their material heritage and intangible dimensions. This disconnect highlights the urgent need to elucidate the ontological processes through which academy gardens were historically generated and semantically charged, and imbued with meaning and to provide a more robust theoretical and methodological foundation for their conservation and interpretation.

Methods This research employs the Wufeng Academy in Jinhua, Zhejiang Province, as a primary case study, selected not only for its historical significance but also for the exceptional richness of its documentary sources preserved in the academy chronicle. A multi-layered methodological framework was adopted. First, spatial restoration techniques and historical scene re-creation were employed to preliminarily reconstruct the academy’s physical layout and ambiance during its significant periods in the Song and Ming dynasties. This included analyzing topographical features, spatial arrangements, and architectural remains, thereby situating the academy within its broader natural and cultural context. Second, textual analysis was conducted to trace the literary representations of the site, with particular attention to 94 poems, 18 commemorative prefaces, and 43 letters associated with the academy. These texts function not merely as descriptive records but as cultural acts that mediated the transformation of natural scenery into symbolically charged landscape. Third, the study placed the academy chronicle at the center of historical inquiry, meticulously examining how successive generations of scholars, through ritual practices, philosophical discourses, and aesthetic appreciation, inscribed meaning onto the landscape. By integrating qualitative interpretation with quantitative word-frequency analysis, the research elucidates both the continuity and transformation of cultural meanings over time.

Results The findings demonstrate that the Wufeng Academy Garden was as not a passive occupation of scenic terrain but an active and evolving cultural production. Its transformation was propelled by the constellation of scholarly practices within its precincts—encompassing intellectual inquiry, philosophical debate, poetic expression, and ritual performance. Importantly, the research identifies three sequential and cumulative modes of landscape management techniques that shaped this process: 1) causal exploration—through which scholars investigated the inherent qualities and latent symbolic potential of natural features, grounding the academy’s intellectual and spatial orientation; 2) Metaphorical Association—whereby natural elements were aligned with cultural ideals, moral virtues, or historical precedents, thereby embedding philosophy into the landscape; and 3) Poetic Inspiration and Inscription—through which meanings were literarily crystallized and enduringly encoded within the scenery. Together, these three levels constituted a recursive and iterative mechanism through which nature and culture became inseparably intertwined. Beyond this internal dynamic, the research also highlights how the mature conception of the Wufeng Academy Garden extended beyond its immediate site. The academy functioned as a nucleus for the dissemination of Neo-Confucian and later Yangming philosophy, while its poeticized landscape became emblematic of local identity. The symbolic landscape of Wufeng not only reinforced scholarly networks within Zhejiang but also permeated regional culture through commemorations, rituals, and collective memory. By the late Ming and Qing, the site had shifted from being an educational center to a commemorative and ritual landscape, underscoring how academy gardens continued to operate as cultural symbols even after their pedagogical functions waned.

Conclusion This study contributes to the field in several key respects. First, it reconstructs the physical and cultural history of Wufeng Academy with an unprecedented degree of integration, bringing together spatial, textual, and ritual dimensions into a coherent analytical framework. Second, it explicitly theorizes the dynamic and mutually reinforcing relationship between material space and literary inscription, thereby offering a new methodological perspective for understanding academy gardens as living cultural landscapes. Third, by formulating the concept of “localized generation” (在地化生成), the research proposes a theoretical paradigm that explains how natural scenery was continuously reinterpreted and inscribed, and transformed into academy gardens through iterative cycles of cultural engagement. This paradigm not only deepens scholarly understanding of the ontological mechanisms behind academy garden formation but also provides methodological significance for heritage studies more broadly. Practically, the findings hold implications for contemporary heritage protection. They call for conservation approaches that move beyond a narrow focus on architectural remains to embrace the intangible cultural dimensions embedded in literary records, ritual practices, and philosophical discourses. By foregrounding the interaction between space, text, and cultural memory, the study advocates for an integrated protection consensus that honors both the physical fabric and the intellectual-spiritual heritage of academies. Ultimately, the case of Wufeng demonstrates how academy gardens represent not simply preserved monuments but dynamic cultural processes—active interfaces between landscape, scholarship, and identity—that continue to resonate within regional heritage and global heritage discourses.