The main objective of this mobility project was to offer the students and staff of l'Escola del Treball de Lleida a unique opportunity for academic, professional, and personal growth. From the very beginning, our expectation was to go beyond the acquisition of technical knowledge and provide participants with an international experience that would challenge them to adapt, broaden their perspectives, and acquire skills essential for their future. One of the fundamental expectations was the development of intercultural competencies. By immersing themselves in a new country, participants were expected to encounter different cultures, languages, and ways of living, which would encourage them to reflect on their own perspectives and build the capacity to collaborate effectively in multicultural environments. In an increasingly globalized world, this ability to adapt to diversity is a critical skill, both professionally and personally. At the academic and professional level, we anticipated that mobility would expose students to new educational methods, work practices, and technological tools. By experiencing different approaches to teaching and professional training, they would gain a broader and more flexible understanding of their field of study or future career. In particular, internship placements were expected to help students acquire practical experience in international work environments, where they would learn to adapt to new professional dynamics, develop problem-solving skills, and cultivate a more innovative and resilient mindset. A central expectation of the project was to reinforce our institution’s commitment to equal opportunities, as stated in our Erasmus Charter (ECHE). We designed the mobility project with the clear purpose of ensuring that every student, regardless of his or her background, socioeconomic situation, or personal circumstances, could benefit from this experience. Special attention was given to supporting students with fewer opportunities, making sure that mobility was accessible and inclusive, and demonstrating that international education should be a right, not a privilege. We also expected this project to generate significant personal outcomes. International mobility is a transformative journey: participants face the challenge of leaving their comfort zone, relying on themselves in unfamiliar situations, and making decisions that shape their personal development. As a result, we anticipated that students would strengthen key life skills such as autonomy, resilience, adaptability, and self-confidence. Beyond these competencies, we also expected participants to feel a stronger sense of belonging to the European community, becoming ambassadors of values such as diversity, inclusion, and mutual respect.