When applying for this project, the fundamental expectation was to generate a profound impact on the quality of education, the internationalisation of the educational centre, and the personal and professional development of both students and participating teachers. The initiative was conceived as a strategic opportunity to open the institution's doors to Europe, incorporating new teaching methodologies, broadening career horizons, and fostering a culture of cooperation that transcends the local sphere. For students, the main objective was to promote their personal and professional growth through practical experiences in international environments. Undertaking internships in companies in other European countries would not only enable them to improve their technical skills in a real work context, but also to develop cross-cutting skills that are highly valued in the labour market, such as autonomy, adaptability, problem-solving in multicultural environments and communication skills in foreign languages. It was also hoped that students would gain a broader view of their chosen profession by learning about different work systems, technical regulations, and business cultures. Ultimately, these experiences should improve their employability and increase their chances of finding work both nationally and in Europe. At the same time, teacher mobility was seen as a way to enrich the centre's educational practice. Participating teachers would have the opportunity to observe and experience other teaching-learning methodologies, share good practices with colleagues from different countries and establish collaborative networks that could be extended over time. Pedagogical updating, methodological innovation and the acquisition of new technological tools were some of the expected benefits. All of this was intended to result in more dynamic teaching that was better adapted to the current demands of the productive sector and society. The internationalisation of the centre was another of the essential pillars of the project. These mobility programmes sought to strengthen the institution's European profile, increase its prestige and position it as a benchmark in higher vocational training. Participation in Erasmus+ would enable the establishment of stable agreements with foreign companies and educational institutions, consolidating an international network that would provide continuity and sustainability to the actions undertaken. Likewise, the incorporation of the European dimension into the curriculum projects would encourage a change of mindset throughout the educational community, promoting values of tolerance, cultural diversity, European citizenship and cooperation. Another key expectation was the contribution to the personal development of the participants. Facing the experience of living and working in a foreign environment meant overcoming personal challenges, stepping out of one's comfort zone, and acquiring a degree of maturity and responsibility that is difficult to achieve in one's usual environment. Strengthening self-esteem, confidence in one's own abilities and openness to new cultural realities were expected achievements that, beyond the academic and professional spheres, would contribute to the comprehensive training of students and the human growth of teachers. In short, what was hoped to be achieved with the Erasmus project application was much more than a simple exchange. It was about laying the foundations for a structural change in the way higher education is conceived, integrating the European dimension into the life of the centre and the careers of those who form part of it. The expected benefits included improving educational quality, increasing employability, acquiring intercultural and linguistic skills, methodological innovation and the consolidation of international networks. But above all, the aim was to offer a transformative experience capable of broadening horizons, creating opportunities and preparing future professionals and educators to thrive in an open, dynamic and constantly evolving Europe.