The implementation of the Erasmus+ KA131 mobility project at Södertörn University was driven by the ambition to deepen the institution’s internationalisation efforts and to create opportunities for students, faculty, and staff to engage in learning, collaboration, and exchange. During the 2023–2025 project period, the university aimed to strengthen its role in the European integration process by equipping participants with the skills, knowledge, and experiences needed to operate confidently in international and intercultural contexts. A central objective was to expand the international horizons of students and staff while simultaneously reinforcing the university’s institutional capacity for cooperation across Europe. Mobility was seen as a catalyst for both personal and professional growth, where students could enhance their academic and career prospects and staff could develop their expertise through professional training, the exchange of best practices, and strategic networking with partner institutions. These activities were complemented by the revision of the university’s action plan for internationalisation, ensuring that Erasmus+ remained firmly embedded as a cornerstone of future development. Equally important was the project’s emphasis on inclusion and accessibility. Södertörn University actively encouraged participation among students with fewer opportunities by offering top-up financial support and by providing information about available measures. In doing so, the university sought to reduce barriers and ensure that the transformative potential of mobility could reach a wider group of participants. The use of blended mobility formats further supported accessibility, allowing greater flexibility for students who might otherwise face challenges in taking part. The project also aimed to foster intercultural dialogue and understanding by bringing together individuals from diverse backgrounds and creating spaces for meaningful exchange. These encounters encouraged participants to engage with different perspectives, strengthen their intercultural communication skills, and develop a deeper appreciation of diversity, which in turn contributed to the horizontal priorities of the Erasmus+ programme. Ultimately, the project was conceived as a contribution to lifelong learning, engaging participants at various stages of their academic and professional development. By supporting both students at the beginning of their careers and staff with established responsibilities, Erasmus+ mobility encouraged continuous development, adaptability, and the capacity to respond to global and European challenges. In this way, the project was not only about individual mobilities but also about building a stronger and more internationally connected university community.