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- PaperEdArXiv (OSF Preprints)17 Jul 2026
Evaluating the Effectiveness of Generative Artificial Intelligence in Empowering Teachers for Constructivist Instructional Design: A Case Study of the SAHAB Model
Hossein Talebzadeh
A quasi-experimental study with 33 teachers found that the SAHAB model, which integrates generative AI and social constructivism, significantly improved teacher competencies in designing constructivist learning units. The intervention led to a large effect size (Cohen's d = 1.18) and qualitative analysis revealed themes of professional agency and cognitive augmentation. Generative AI served as a cognitive scaffold, reducing cognitive load and shifting teachers from content deliverers to designers.
Original abstract
The gap between the abstract goals of macro-level educational reform policy documents and classroom realities has long stood as a chronic challenge in educational transformation. This study examines the effectiveness of the "SAHAB" pedagogical model (Smart Indigenous Pedagogical System) on teachers' professional competencies in designing learning units that integrate generative AI, social constructivism, and the six educational domains of Iran’s Fundamental Reform Document (FRD). A quasi-experimental, single-group pretest-posttest design was employed. The target population comprised all teachers at the Noor-e-Iman Educational Complex during the 2025–2026 academic year. Using a census approach, all 33 eligible teachers participated in a 12-hour intervention workshop conducted over three days. Data were collected via a researcher-developed SAHAB Instructional Design Competence Questionnaire, which demonstrated high validity and reliability. The quantitative data were analyzed using paired t-tests and Cohen’s d effect size calculation. The results indicated that the mean score of teacher competencies significantly increased from 3.05 in the pretest to 4.33 in the posttest (p < 0.001). Furthermore, a robust Cohen's d effect size of 1.18 confirmed the substantial impact of the intervention. Qualitative thematic analysis of the teachers' open-ended reflections revealed three core themes: reclamation of professional agency, cognitive augmentation, and the operationalization of abstract educational standards. These findings suggest that generative AI, functioning as a collaborative cognitive scaffold rather than a replacement, can substantially reduce teachers' cognitive load, shifting their role from passive content deliverers to active designers of deep learning pathways.