The IES San Marcos had high expectations regarding the development of the mobility project for students in the higher vocational programs of Electrotechnical and Automated Systems and Executive Assistance, as it represented a unique opportunity to improve both the technical training and personal skills of the students. These expectations were focused on several key aspects that would impact both the students and the educational institution itself. 1. Improvement of professional skills: One of the main expectations was that students would acquire new technical and professional skills through immersion in European work environments. The experience in foreign companies would expose students to advanced technologies, new work methodologies, and innovative tools in their respective fields, such as automated systems or international administrative management. This would not only broaden their knowledge but also make them more competitive in the job market. 2. Increased employability: The IES San Marcos also expected that this mobility project would help improve the employment opportunities of its students by providing them with international work experience, which is highly valued by companies. Having worked abroad would enhance their professional profile, allowing them to stand out from other candidates. 3. Development of transversal skills: In addition to technical skills, the project sought to help students develop a series of essential soft or transversal skills that are critical in today’s professional world, such as the ability to adapt to different cultural and work contexts, teamwork, time management, and problem-solving in real-life situations. International mobility would contribute to improving their autonomy, initiative, and language proficiency, especially in English. 4. Promotion of intercultural awareness: The project also aimed to promote greater cultural openness and understanding of different ways of working and living in other European countries. For the students in Executive Assistance, this meant gaining a global perspective on how businesses are managed in other countries, while for those in Electrotechnical Systems, it allowed them to learn from international standards in installations and automation. 5. Enhancement of the educational institution’s reputation: From the perspective of IES San Marcos, this type of mobility project would also improve the image of the school, consolidating it as an institution that is committed to internationalization and educational innovation. This could attract more students interested in obtaining training that prepares them for both the local and global job markets. 6. Establishment of international collaboration networks: In the long term, the school hoped to establish stable collaborative relationships with companies and educational organizations in other countries. This could lead to future mobility opportunities not only for students but also for teachers, fostering the exchange of good practices and experiences at the European level. In summary, IES San Marcos expected that this international mobility project would not only directly benefit students in terms of professional skills, employability, and personal development but would also contribute to the prestige of the institution and facilitate future international collaborations.