This project, which corresponds to the 2023 call, was requested with the aim of continuing the Internationalization Policy of the CPIFP Montearagón. The center is a vocational training institution that offers various regulated education cycles, including Basic, Intermediate, and Advanced Vocational Training, across different families (Agriculture, Mechanical Manufacturing, and Social and Cultural Services). In addition, it provides professional certificates at various levels and develops competence accreditation processes for non-regulated education. CPIFP Montearagón is aware that we live in an increasingly internationalized world, where the job market demands workers who are up-to-date and well-prepared. For this reason, our center believes that international experiences for our students are a major advantage for their professional development, especially considering that the majority of our students come from rural areas. Similarly, teachers have a valuable opportunity to learn new teaching strategies for a changing job market that requires constant modernization and updating, which will be directly applicable to future students. Throughout the life of this project and as established in the objectives of the ECHE (Erasmus Charter for Higher Education), we have worked to achieve the following goals: To improve the management skills for different projects (including digital skills). To improve the professional skills of teaching staff in innovative teaching methodologies and vocational training. To promote and foster the mobility of students with low language proficiency and those from rural areas with lower population densities. To promote the mobility and exchange of students from fields with a high gender bias and those with fewer resources. In line with these objectives, this project has carried out long-term student mobility activities (7) and teacher training mobilities (2). The bulk of the activities were carried out mainly during the 2023-24 school year, with a total of 5 student mobilities and two teacher mobilities, and the remaining activities in the 2024-25 school year. The results of this project have been an improvement in the students' linguistic and professional skills, as all students have successfully completed their studies and received recognition for their training. Furthermore, this project has encouraged the participation of students from fields with a high gender bias, such as the Higher-Level Technician in Early Childhood Education and the Higher-Level Technician in Livestock and Animal Health Assistance. The participation of these students breaks down previous stereotypes, not only at our institution but also in the host countries, where livestock companies have been able to verify the professionalism of our female students and early childhood education companies have seen the competence of our male participants.