The present study aimed to identify and conceptualize the dimensions and components of entrepreneurship-oriented art education in the second cycle of primary education through a systematic literature review. This study employed a systematic review methodology. The research population consisted of peer-reviewed national and international studies related to art education, entrepreneurship education, and primary school curriculum published during the last decade. A structured search was conducted across Persian and English academic databases using relevant keywords, resulting in the identification of 970 initial records. After removing duplicates and conducting multi-stage screening based on inclusion and exclusion criteria, 30 studies, including 20 Persian and 10 English articles, were selected for final analysis. The screening and evaluation processes were independently conducted by two researchers, and reliability was confirmed using Cohen’s kappa coefficient and intraclass correlation coefficient (ICC). Data were analyzed through thematic analysis at open, axial, and selective coding levels using MAXQDA 2020 software. The findings revealed that entrepreneurship-oriented art education has a multidimensional and integrated structure organized into 6 major dimensions, 16 components, and 101 indicators. The identified dimensions included foundations of creativity and innovative thinking, creative agency and executive capability, the social context of artistic entrepreneurship, entrepreneurial foundations, manifestation of cultural-artistic capital in innovative action, and ethical and sustainability principles in artistic production and consumption. The results further demonstrated that art education can simultaneously enhance students’ cognitive, social, cultural, and ethical capacities in fostering entrepreneurial thinking and behavior. The findings suggest that entrepreneurship-oriented art education extends beyond the transmission of artistic skills and can function as a comprehensive educational framework for developing creativity, innovation, social responsibility, and entrepreneurial competencies among primary school students. The framework proposed in this study can serve as a foundation for curriculum development, instructional design, and educational policymaking aimed at nurturing creative and entrepreneurial learners.