With the advent of the economic crisis, workers have had to reinvent a new way of working, also acquiring more skills. The school has always sought a good collaboration with the territory, informing itself about employment problems and the search for new job roles. It is in the context of this research that the Erasmus project is inserted, giving the students and teachers of the institute the opportunity to learn about new jobs and innovative ways of solving problems related to the territory. The territory, no longer tied to a static work vision, is looking for dynamic and enterprising figures who can respond to the new needs in the sustainable, international, digital and inclusive spheres. It is one of the most important challenges for schools, that of knowing how to understand and respond to the needs of the territory, so managing to train motivated people with new skills in different areas. Thus the need arose for us to train our students in a flexible way on a project that would improve their specific skills, developing teamwork and problem-solving strategies and also focusing on individual work and soft skills such as personal autonomy.
The ITCG, Technical, Commercial and Surveyors Institute, founded in the 1956/57 school year to meet the demand for staff training in the administrative field, offers 3 main courses with 45 classes and a total of 995 students. In addition to the traditional courses in tourism, finance and marketing, other offers have been added in the fields of technology, agriculture, chemistry and commerce. Thanks to the presence of one or more foreign languages in the school curriculum of some courses, it has been possible to introduce and complete numerous projects related to the concept of internationalization and European citizenship, eco-sustainability, digitization and the dynamics that characterize the virtual world. The economic and social context of the territory where our institute works leads us to be particularly open to the in-depth study of these issues in order to consolidate our students' skills. In order to promote inclusion, students from all courses and with fewer opportunities were involved. Furthermore, preference was given to students who had never been abroad or selected for an international project. Along the same line was the selection of staff members.