Created in 2018, the CAUSERA consortium (Consortium AUvergne Supérieur ERAsmus) includes three state high schools, general and technological schools, located in remote rural areas in the Auvergne region: Lycée Jean Zay, Lycée Valéry Larbaud and Lycée Albert Londres. These establishments share the following structural characteristics: ● strong territorial roots in sparsely populated areas, ● a range of vocational training courses, with industrial and tertiary BTS sections, ● a predominantly low socio-professional category population, with limited geographical, social and cultural mobility. Although each of these establishments offers a number of post-baccalaureate courses, only a few are currently involved in international mobility initiatives: the BTS Optique Lunetterie and Management en Hôtellerie-Restauration at Lycée Valéry Larbaud; the BTS Support à l'Action Managériale at Lycée Albert Londres; and the three industrial BTSs at Lycée Jean Zay. Other courses at Lycée Valéry Larbaud and Lycée Albert Londres have yet to develop their international potential. Driven by a logic of territorial cooperation and a desire to pool their resources, these schools have worked together on a European mobility project, as part of the Erasmus+ program, to offer their students an opening onto the international scene and reduce inequalities in access to mobility, often accentuated by economic, social and geographical constraints. The resource teams of the three high schools work closely together to inform, support, motivate and supervise students at every stage of their mobility project. In this way, they provide a structured, supportive and reassuring framework, that is essential to the success of these training courses abroad. Inclusion is at the heart of the consortium's strategy. We are determined to make mobility accessible to all students, and in particular to those who face major obstacles, such as scholarship holders or young people from rural regeneration zones (ZRR). Reinforced support measures will gradually remove obstacles linked to their personal, cultural or geographical situation. Student mobility targets several complementary goals: ● Develop professional skills that can be directly applied in the world of work in order to boost employability, ● Improve foreign language skills, especially for young people who have never had the opportunity to travel abroad or take part in school exchanges, ● Cultivate European citizenship through the on-the-field experience of other cultures, the development of open-mindedness and respect for others, ● Expand the students’ ambitions and encourage further education or integration into the world of work beyond their home territory. Erasmus mobilities are also open to educational staff, whose involvement is crucial to guaranteeing the quality and sustainability of the project. Mobilities for teachers and members of teaching teams enable them to exchange ideas with E.U counterparts offering similar training courses, to compare teaching practices, skills frameworks, assessment methods and the organization of work placement periods, in order to ultimately adapt teaching content and methods to better prepare students for their international experience in Europe. By taking part in these mobilities, staff : ● develop their own professional skills, ● consolidate their commitment to the consortium's international strategy ● develop collaborative dynamics within their establishments, ● actively engage in building lasting partnerships with European establishments, paving the way for joint projects, reciprocal exchanges and the sharing of best practices.