By implementing this Erasmus+ project, we wanted to enrich the experience of our participants and strengthen the international dimension of our high school (through our BTS sections). Our objectives focused on several areas: 1. For participants (our students and staff) - Developing key skills: We aimed to equip our students with solid linguistic, intercultural, and professional skills, which are essential for their future integration into the job market (both locally and more broadly. The Dordogne is a very touristy department, and proficiency in a foreign language is essential). For staff, the objective was to acquire new working methods, new contacts abroad, and to establish a network of institutions and companies with which we will work. - Promoting autonomy and open-mindedness: We wanted participants to gain independence, adaptability, and self-confidence by exposing them to different and stimulating environments. The Erasmus+ experience was intended to be a catalyst for personal development, encouraging them to step outside their comfort zone (for us, this comfort zone is high school and internships in the local environment). - Broadening professional horizons: Offering the opportunity to work in an international context provided access to professional practices not available locally, thus enriching their career paths and prospects. - Building a network: Establishing collaboration with foreign institutes (which are level 4 or 5) and companies for partnerships for internships and training. 2. For Maine de Biran High School: Strengthen the international dimension of our programs (and, by extension, our high school): Our goal was to increase the visibility and attractiveness of our institution for future students. Develop partnerships with other foreign high schools: Establish lasting collaborations between institutions (Spain initially and the Netherlands today). Promote student mobility: open their minds and get them out of their comfort zone. Boost our teams and projects: Managing and monitoring Erasmus+ mobility programs also allowed our administrative and teaching teams to develop new skills in international project management, intercultural communication, and participant support. We wanted our students to gain experience abroad as part of their professional training, but also to improve their language skills and immerse themselves in the culture of their host country. Erasmus helped our students overcome one obstacle: the financial barrier. Before Erasmus, few students were able to go abroad. Thanks to Erasmus, we were able to support them by partially eliminating the budget issue and reassuring them about the institutional aspect. All of our teams were involved in this project (both teachers in professional fields and language teachers). In short, our Erasmus+ project was an initiative that targeted students, staff, and our training programs in general.