Aim: The present study aims to explicate artistic education in Rudolf Steiner’s thought, identify its artistic components, and provide suggestions for applying these teachings in kindergartens and schools in Iran.
Methods: In terms of purpose, this research is fundamental; in terms of data, it is qualitative and conducted as a meta-synthesis. The analytical method employed is the seven-step approach of Sandelowski and Barroso (2007). The study field includes all domestic research conducted between 2001 and 2025 (1380–1404 in the Iranian calendar) and international studies published between 2000 and 2025. The statistical sample was selected purposively using the “Critical Appraisal Skills Programme” tool, resulting in 34 documents chosen for analysis. Data collection was carried out through a checklist, the validity of which was confirmed by three experts in Waldorf education.This study was designed to answer two main questions: (1) According to the meta-synthesis method, what are the artistic components of Steiner’s educational approach and what are their characteristics? (2) How can the artistic components and teachings of Steiner’s approach be applied in the education and learning of children in preschool and elementary school? Through a comprehensive multi-stage search of reliable domestic and international databases, as well as synthesis of qualitative findings from previous studies, the dimensions and components of artistic education in Steiner’s thought were identified.
Results: Text. Based on the analysis, the conceptual model of artistic education comprises ten main themes—artistic perception and understanding, artistic production and creativity, aesthetics, inner harmony with nature, art-based learning, recognition of cultural heritage, literary appreciation, spiritual and aesthetic elevation, development of sensory and tactile experiences, and cultivation of moral virtues—alongside 33 sub-themes.
Conclusions: Implementing this model in preschool and elementary education can foster a free artistic space for children’s imagination and thinking, while nurturing their abilities in artistic perception, creation, and critique.