Background and purpose: Rapid transformations in the educational landscape and the imperative shift from conventional instructional paradigms necessitate the reimagining of pedagogical models, particularly within Shahed schools, which bear distinct value-oriented and nurturing mandates. However, the lack of an integrated, context-sensitive framework that bridges emerging technologies with fundamental educational reform remains a critical gap. Therefore, this study aimed to develop an innovative teaching model for primary school teachers in Shahed schools. Methodology: In terms of purpose, the study was developmental–applied, and methodologically it adopted a descriptive qualitative approach. The research field consisted of teachers, vice principals, and principals of Shahed elementary schools in Urmia during the 2026–2025 academic year. Participants were selected through purposive sampling using a theoretical sampling strategy, and data were collected through semi structured interviews with 13 participants. Findings: The findings indicated that the model of innovative teaching in Shahed elementary schools is influenced by six main dimensions. First, the analysis of current teaching practices revealed the relative dominance of traditional approaches, alongside emerging tendencies toward active learning and teacher initiated innovations in classroom instruction. Second, innovative teaching strategies and techniques included value based active teaching, educational storytelling, indigenous problem based learning, educational gamification, dialogue centered classrooms, integrated teaching, and emotional classroom management. Third, the use of modern educational technologies such as the flipped classroom, blended learning, interactive tools, educational artificial intelligence, and augmented reality was identified as a facilitating factor in promoting innovative teaching. Fourth, several challenges were recognized, including structural limitations of schools, insufficient technological skills among some teachers, traditional attitudes toward teaching, managerial constraints, and motivational issues. In addition, the core components of the innovative teaching model comprised philosophical and value foundations, innovative instructional design, the renewed role of teachers, active student participation, educationally oriented use of technology, and developmental assessment. These components are aligned with the principles of Iran’s Fundamental Transformation Document in Education. Conclusion: Collectively, the proposed model synthesizes active pedagogical strategies, advanced technologies, and value-based tenets, offering a cohesive, context-sensitive framework to enhance the teaching-learning ecosystem within Shahed schools. Successful operationalization necessitates targeted technological capacity-building for educators, alongside the mitigation of institutional constraints, to ensure full alignment with the objectives of the Fundamental Reform Document.