We have conceived the Erasmus+ mobility project as an important part of the school's internationalisation strategy and as a tool to improve the quality of education. In line with the commitments set out in the ECHE Charter, we wanted mobility to become an integral part of the learning process, for participants' achievements to be recognised and included in official documents, and for every student and staff member to have the opportunity to participate in the European area of knowledge and experience. Our main objective was to provide students with high quality practical training abroad. We expected them to gain an insight into the workings of the European labour market, develop professional and language skills, increase their self-confidence, and learn to work in international teams. Mobility should also give them the opportunity to build wider social networks and gain experience that would have a direct impact on their employability. We particularly favoured the inclusion of disadvantaged students , as we believe that mobility can overcome personal and socio-economic barriers and create equal opportunities for all. For staff, the focus was on professional development and the transfer of good practise. Through mobility, staff gained new knowledge, digital tools, and experience with sustainable approaches, which they incorporated into their teaching activities upon their return. This contributed to innovation in teaching, improved the quality of the study process, and opened up new opportunities for collaboration. At an institutional level, the project combined quality development with internationalisation. Our aim was to strengthen partnerships, expand internship opportunities, and promote sustainable and digital elements in everyday working life. We created an internationally open learning environment that enables the exchange of knowledge, increases the competitiveness of graduates, and strengthens the school's position in the European education area. In the project, we took into account the horizontal priorities of the Erasmus+ programme. In the area of inclusion, we have created the conditions for the inclusion of disadvantaged groups. In the area of green transition, we have promoted sustainable forms of travelling and raised participants' awareness of the environmental aspects of mobility. We have implemented the digital transition by using digital tools and incorporating virtual elements into the preparation and monitoring of mobility. At the same time, we encouraged participants to promote European values and active citizenship. An important aim of the project was also to improve the management and monitoring of impacts. We learnt from the experience of previous projects, that clear indicators and a more structured dissemination plan are necessary for long-term quality. We therefore systematically recorded the results and ensured that the mobility was not just a one-off experience, but a long-term opportunity for the development of individuals, institutions, and the wider community. With this project, we wanted to act on three levels: on a personal level, by strengthening skills and employability, on an institutional level, by improving the quality of teaching and partnerships, and on a social level, by contributing to openness, sustainability, and the integration of European values in the local environment.