This project consisted of: Five long-term internships for students from advanced training courses in the Workplace Training module in European Community countries, specializing in: Transport and Logistics (1 student in the Czech Republic); Multiplatform Application Development (1 student in Italy); Network Computer Systems Administration (1 student in Poland and 1 student in Italy); and Web Application Development (1 student in the Czech Republic). On the other hand, 15 blended internships were offered. Four students specializing in Multiplatform Application Development traveled to Horizon College in the Netherlands, where they participated in a module on developing an app for people with neurocognitive disorders. Another two students from the Teaching and Socio-Sports Animation specialty traveled to the same Dutch school to design a marketing and promotional campaign for the sport of Basque pelota. Five other students from the Multiplatform Application Development specialty traveled to Aarhus Tech in Denmark, taking part in a module on Big Data and Machine Learning. Four other students from the Networked Computer Systems Administration specialty traveled to the same Danish school to develop a module on Computer Networks in Business, Security, and Automation. Four teachers have also received training at various companies in Italy. Another teacher has also received training at Horizon College in the Netherlands. Furthermore, we wanted to ensure that people with fewer opportunities could participate in mobility programs. To this end, the international projects coordinator explained to the students that those who receive a scholarship from the Basque Government will receive more funding. Specifically, 11 of the 20 students who participated in mobility programs belonged to the group with fewer opportunities (for economic reasons). The tutors and guidance counselor also explained that mobility programs can be adapted for students with special educational needs (interpreters, companions, accessibility) and that funding exists for this, although this has not been the case for this project. We also sought to encourage the pedagogical use of technology, which was achieved with the students, as they completed their CVs following the Europass model. They also used the Moodle learning platform, which is the one used at our school. They used this tool to complete their own Erasmus documentation, such as their grant agreements, Learning Agreements, etc. The Erasmus coordinator provided them with a template to follow, and then each student had to customize it with their personal information, sign it, etc. The students became familiar with the use of digital tools to organize online meetings. In the case of bled mobility, students participated in online meetings with teachers from the vocational training institute abroad to organize their internships in workshops at these schools. These teachers also sent them assignments and tasks to complete before traveling to the destination country. It was also expected that some students would opt for eco-friendly travel (train or bus) instead of flying, as the Erasmus+ project coordinator informed participants of this option. Although some students were hesitant, they ultimately opted for flying, as the countries they traveled to weren't close enough.