AbstractThe ʿAtabat ʿAliyat Schools —particularly Najaf, Karbala, and Samarra—served as the most important centers for the production and reproduction of Imami knowledge during the 13th and 14th Hijri centuries and played a fundamental role in organizing the intellectual order and the epistemic identity of Shiʿa. The significance of this study lies in the fact that the structure of this extensive scientific network, which was continuously being reconstructed, reproduced, and expanded over these two centuries, has not yet been analyzed from a historical network perspective using coherent biographical data. A precise understanding of this structure is essential for comprehending the continuity of religious authority, the transmission of scholarly capital, and the formation of the Shiʿa educational tradition. This research adopts a descriptive-analytical approach aimed at reconstructing the mechanisms of formation, continuity, and dynamics of the ʿAtabat ʿAliyat scientific network, with a focus on the biographical data from Ṭabaqāt Aʿlām al-Shīʿa. The main research question asks: what was the structure of the ʿAtabat ʿAliyat scientific network between 1200 and 1350 AH, and which factors ensured its continuity? Based on the research hypothesis, the strength of teacher–student relationships, the role of scholarly families, ongoing flows of educational migration, and mechanisms for assessing and certifying scholarly competence (ijazat) constituted the four main pillars of this network. Findings indicate that the ʿAtabat ʿAliyat Schools were not isolated educational centers but rather a multi-layered, transnational, self-regulating network