The paper presents the implementation path at /blank/ University of Applied Sciences, starting from an assessment-first approach focused on redesigning assignments and criteria to ensure academic integrity. While initial measures (training, policies, guidelines) supported alignment and AI literacy, consistent changes emerged only after introducing a mandatory AI statement defining the conditions of GenAI use in each assignment.

Building on this, the institution developed the AI-Ready Pedagogical Loop (ARP Loop), a participatory and iterative model supporting teacher adaptation and rapid, practice-based integration of AI. The ARP Loop follows a problem-first logic (pedagogical need → solution → tool) through cycles of co-design, piloting, and refinement.

The case study shows that this approach improves constructive alignment, supports teacher agency, and enables pedagogically meaningful use of GenAI. The paper also proposes an evaluation framework and transferable design implications for sustainable AI integration.