Spinning Theory into Practice: The Policy Clock Exercise for AI-Aware Teaching of EU Studies

European politics classrooms face a dual challenge: conventional assessments are increasingly vulnerable to generative AI, while prohibitions risk neglecting emergent literacies. This paper introduces a novel, AI-aware teaching and assessment instrument that uses structured randomness to elicit authentic, theory-informed analysis under time and information constraints. The design compels students to integrate EU theoretical lenses with varying substantive domains and contextual anchors, thereby prioritising transfer, synthesis, and interpretive agility over rote reproduction. Two complementary modes scaffold evaluation of AI-era capabilities: a rapid-response format that foregrounds memory, inference, and concise reasoning; and a prepared format in which the judicious use of AI is explicitly permitted and critically assessed. Comparative performance across formats offers a practicable measure of AI literacy, referencing practice, and human oversight. Crucially, the approach is also suited to fresh historical readings in light of the tectonic changes unleashed by Russia’s 2022 invasion of Ukraine—contrasting Western-European-centric interpretations of Russia with Eastern European perspectives, and opening space for renewed thinking on transatlantic relations. We report findings from a pilot in EU politics seminars, using a transparent rubric to assess conceptual accuracy, integrative coherence, evidentiary support, and delivery. Preliminary evidence indicates higher engagement, clearer theory–practice links, and reduced incentives for plagiarism. We discuss accessibility, low-tech and digital implementations, and portability beyond EU studies.