Higher Education Institutions (HEls) enhance the development of European citizenship, intercultural understanding, a cultural identity, an international dimension in teaching and research, and improve academic quality based on international standards, as well as the increase of the institution's brand national and international reputation. We believe in internationalization as an institutional imperative and a powerful instrument for reflection and continuous improvement of our performance and definition of our own identity. The mobility of students, teachers and employees within the scope of the Erasmus+ Program, is presented as a decisive vector of the institution's internationalization strategy, having grown at very relevant rates in recent years due to the increased interest of members of the potential academic community for a serious investment in the organization and development of this aspect of the internationalization process. In the Erasmus 2021-2027 Program, mobility and cooperation as central elements of international institutional policy, appears to be a fundamental and decisive instrument in the continuation of IPL's international strategy. As a mean of achieving the strategic objectives applied by the institution, IPL strategy involves continuing participation in mobility programs and strengthening cooperation, as a clear bet on the interactive internationalization strategy with partner institutions of higher education in Europe and outside Europe. Both in the quality of the proposing institution and in the quality of the partner institution, we participate in different aspects of actions 1, 2 and 3, namely in projects such as European Universities, Erasmus Mundus, Strategic Partnerships, Knowledge Alliances, etc. mobility missions for institutions in partner countries in Europe(ICM),namely Portuguese-speaking countries, countries in North, Central and South America, such as countries in Asia, will be one of the strategic development objectives of mobility during the surveillance of the next Program, enlargement or space for international cooperation, giving visibility to the institution and reducing the quality indexes of its action.Participation in Key Action 1, promoting the mobility of students and staff, has no strategic objective of applying mobility numbers and has a real and measurable impact on the internationalization levels of each course, especially when evaluated by public authorities like A3'Es.Participation in KA2 and KA3 actions contributes to the objectives of the internationalization strategy. Turn IPL recognized as an international institution, promoting an international exchange of scientific and scientific knowledge; - Reinforce mobility, as a decisive instrument of internationalization; - Curricula development and new joint programmes approaches - Valuing IPL next to international students; - Increase the presence of IPL in international network Implementing this project it contributes decisively to the integration of the institution in the European space of higher educations, reforming or promoting the European organization of the institution, or promoting the mobility activities, students, teachers and administrative staff, promoting public promotion in terms of quality assurance and developing criteria and methods that are comparable and maintained or with a commitment already assumed and in force for the adoption of a credit accumulation and transfer system that favours mobility and the implementation of an easily understandable and comparable system of academic degrees, in addition to continuing to guarantee a discount makes the diploma supplement referring to the activities of activated mobility as a factor of excellence in the academic tracking of students. Along the regular mobility activities, the new ERASMUS+ programme introduced short mobility within BIPs. With this discussions and different approaches about short programmes came out contributing into a curriculum development and continuous improvement of our performance, students, teachers, researchers and administrative staff. BIP’s show us up a different understanding of mobility for students and teachers, carrying out a short mobility experience and a new experience to whom does not intend to experiment a full mobility period. In addition, BIPs has been a new approach for mobility and curricula development at HEIs level. Teachers, students and administrative staff has been motivated to take part or organize BIPs, involving all the community as a whole.