This qualitative study employed a research synthesis method, following the sequence proposed by Gough (2007), to integrate findings from primary and scattered research on work and technology education in the primary school curriculum. A systematic search was conducted in three major international databases—Scopus, ProQuest (including ERIC and Education Database), and EBSCO (Education Source)—as well as two Iranian databases, Magiran and SID (Scientific Information Database). The search covered the period 2010–2023 for international sources and 2011–2023 for domestic sources. A total of 41 scientific documents (30 English and 11 Persian articles) were selected and analyzed using comparative content analysis. The findings revealed that key concepts related to work and technology education in the reviewed studies can be grouped into five thematic areas. A core set of work, technology, and information skills—including learning to learn, communication, teamwork, problem solving, and information and communication technology (ICT)—was identified as essential for integrating work and technology education into the elementary school curriculum. The reviewed literature collectively underscores the need for advanced technological content knowledge among primary school educators. Such knowledge helps them in the design and implementation of targeted technology education activities, assists them in recognizing the importance of incorporating various dimensions of technology into the curriculum, and provides the groundwork for the manifestation of this knowledge in primary education teaching practices.