Migrant children have become a focal point in contemporary discussions of urbanization and population mobility. The urban-rural duality of their identity places them in a predicament-unable to return home yet struggling to integrate into urban life. Grounded in Lefebvre's spatial triad theory and employing an action research approach, this research engaged 19 fourth-grade students from Class 3 at X Primary School in Beilin District, Xi'an, in a year-long intervention comprising seven interactive new media courses, three collaborative new media practices, and three urban exploration sessions. By framing new media as both a pedagogical tool and a participatory platform, this research establishes an organic interconnected framework linking urban space, media use, and social relations. The findings demonstrate that implementation of structured interventions effectively enhanced migrant children's new media literacy and skills, facilitating a shift from passive media consumption to active use of media for self-empowerment. Specifically, their improved media communication skills strengthened their ability to express themselves and participate in urban spaces. Through city exploration and engagement with digital platforms, migrant children co-constructed a sense of shared identity, fostering localized social networks and enhancing their sense of urban integration.