Intangible cultural heritage has become a significant focus for international organizations in recent decades. These organizations recognize museums as suitable places for preserving and disseminating intangible cultural heritage. However, how to teach this heritage in museums is a subject that requires careful consideration and research, as museum activities have traditionally focused on tangible heritage. This research aims to identify the educational components of intangible heritage in museums. It employs a qualitative approach using the seven-stage meta-synthesis method of Sandelowski and Barroso (2007). To this end, the researcher first defined the research questions to determine the scope of the studies conducted. Then, to gather information to answer the research question, relevant and credible written sources were examined. The study population consisted of published articles in accessible and reputable Persian and English databases in six Persian and seven international databases between 2000 and 2021.Based on quality assessment criteria, 460 sources were identified from 3000 sources, and 25 relevant sources were selected based on article quality assessment criteria. Then, the data was analyzed in three coding stages. Based on the research results, 85 initial codes were extracted, from which 24 categories were identified. Based on these categories, eight essential components were identified as dimensions and influential components in intangible heritage education in museums: the cycle of educational tools for intangible culture, emphasis on study, the role of awareness, accessible education, and integration of museum preservation with education, elements of intangible heritage, intangible culture, and the role of institutions in preserving cultural heritage .The findings of this research can be used by institutions and cultural organizations in cultural heritage education policies and can contribute to improving the performance of intangible heritage education in museums.