Hochschule Fulda (FUAS) has about 9000 students among them approx. 30% international students, 850 staff members with 160 professors. The internationalization strategy 2021-2025 forms part of our Development Plan and can be found here: https://www.hs-fulda.de/enold/international/international-office/internationalisation-strategy . As a cross-divisional task, internationalization is anchored in the areas of learning and teaching, research, governance, digitalisation and administration. In accordance with this FUAS aims to further expand its high degree of internationalization at all levels and consolidate its identity as an international university. As a result of successful mobilities we want to educate technical, multilingual and multicultural professionals who are capable of contributing to the Global Competitive Market. At the same time, it becomes more and more important to work in an international environment; being part of an international classroom in a foreign environment abroad contributes to achieving this goal. Transversal tasks such as professional staff development, equal opportunities and diversity, intercultural integration and interculturality are recognised as key strategic fields to all of which Erasmus mobilities – be it short-term or long-term – can contribute. FUAS is committed to diversity and inclusion in all aspects of the programme. The university has set itself the goal of systematically advancing the topic of diversity and equal opportunities, particularly with regard to students at FUAS; this goal figures prominently in the university's development plant, its internationalization strategy and in the successful participation in the Diversity Audit (https:www.hs-fulda.de/en/hochschule/centra-universityadministrations/chancengerechtigkeit-und-vielfalt/strategic-alignment). Our outreach and selection strategies are designed to ensure that all students and staff, particularly those with fewer opportunities, have equal access to international mobility programs. It is clearly stated in the call for applications that students who meet certain criteria—such as having a disability, chronic illness, children, being the first student in their family to attend university or working to finance their studies—are eligible to apply for additional funding. This ensures that students facing financial or personal challenges have the necessary support to participate in the mobility project, making it accessible to a wider range of candidates. The Erasmus+ programme’s implementation, and therefore, the programme beneficiaries and the activities implemented, respect the EU values for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities, in full compliance with the values and rights enshrined in the EU Treaties and in the EU Charter of Fundamental Rights. FUAS emphasize diversity and inclusion, ensuring equal opportunities for all students and staff, including those with fewer opportunities such as individuals with disabilities, young parents and students from a non-academic background. This commitment aligns with the EU's goal of promoting non-discrimination and equality. Additionally, our focus on sustainability and environmental awareness through projects like on-site solar energy initiatives reflects the EU's priority on fighting climate change. Our commitment to fostering intercultural exchange and global cooperation contributes to the EU's objective of promoting pluralism, non-discrimination, and active citizenship. With this Erasmus action we wanted to support physical and blended mobility of higher education students and staff of Hochschule Fulda. Students in all study fields and cycles could take part in a study period abroad. Additionally, we supported students from Ukraine with a grant to spend a semester at our university. First-generation students form more than 50% of Fulda University’s student body. It was our aim to send the same proportion of this group abroad as they are often disadvantaged in their economic means and less encouraged to go abroad by their parents or peer group. The Erasmus BIPs were used more to enable not only but especially these students a first exposure abroad. Higher education teaching and administrative staff took part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions. It is our hope and goal that eventually the university as a whole will benefit from the Erasmus+ Programme.