Within the internationalization plan of our center, this project aimed to contribute to the following aspects: Internally, to deepen and establish the internationalization strategy implemented through the International Mobility Department, covering aspects such as integration, improvement and expansion of the partner network, diversification of destinations and professional fields, employability, etc. To give a unique and distinctive personality to higher education mobilities through the possibilities of blended mobilities. In other words, projects tailored to curricula. We aimed to address this novel form of participation to encourage those students who are reluctant to join the program. Blended mobilities are a very versatile tool, and we see them as a good way to incentivize participation. To establish and increase the network of collaborating partners, which is frankly scarce in some professional families. The medium-term goal is to find partners whose activities match the training and professional demands of the students. The family of Sociocultural Services and the Community remains underrepresented in this regard, and we act with determination to reverse this trend. In this sense, we work diligently to make Erasmus+ a daily element of the center’s life, and multiple tools facilitate our task: the numerous visits from peer centers we receive, the hallway monitors showing photographs of our students at their workplaces, the t-shirts and sweatshirts that distinguish the students of the Erasmus Classroom (which we will talk about later), the promotion and dissemination events we participate in, etc. To provide the opportunity for all professional families in their different modalities (face-to-face, semi-face-to-face, and dual) to participate in the Erasmus+ program. At IES GALILEO GALILEI, we have morning and afternoon shifts, as well as semi-face-to-face and dual modalities, so the promotion tasks of the program have been extensive and intense, with three different appointments at different times for the presentation of the program to the students. This aspect has also been considered in relation to the families, who have also been attended to via videoconference in a presentation and dissemination event of the Erasmus+ initiative. To incentivize student participation through the testimonies of experts who show how they work and what skills can be acquired in mobilities. It is revealing how the first-person participation of experts incentivizes and encourages students to participate, as they hear firsthand how their Erasmus+ experience will develop. To break the barrier of the minimum duration of mobilities in HE by planning participation in blended mobilities as a first approach to the program. In many cases, the tight schedule of CFGS in relation to the dates of the university entrance exams motivates many students - particularly those in Livestock and Animal Health Assistance - to refrain from participating because they logically prioritize continuing their education in the coming years. However, blended mobilities, being more flexible in duration and associated activities, could be a good form of participation for these students. Other strategic and quantifiable medium-term objectives are related to improving the professional skills of our students through the tools that an Erasmus+ mobility provides, such as language skills, soft skills, overcoming barriers, working with multidisciplinary teams, diversifying their curriculum, and versatility for the different professional positions they aspire to, among others.