Bridging theory and practice: on the value of practitioner perspectives in teaching European studies

European studies often grapples with the challenge of connecting theoretical frameworks to the lived realities of European integration. This paper argues that incorporating practitioner perspectives into the classroom enriches both content and pedagogy. By situating academic concepts within practical contexts, educators can foster critical engagement and deepen students’ understanding of how European institutions and policies operate beyond textbooks. Drawing on a case study from a first-year introductory course integrating practitioner lectures, the paper examines how these approaches help students navigate disciplinary boundaries and develop skills relevant to heterogeneous, international cohorts. It further reflects on both the tensions and opportunities that arise when bridging academic and professional worlds, highlighting how practitioner input can challenge static conceptualisations of “Europe”. The paper concludes that embedding practice-oriented perspectives is not merely a fanciful add-on but a useful strategy for cultivating informed, adaptable graduates.