As an ESP (English for Specific Purposes) provider for students specialising in various domains, actively taking part in Erasmus+ mobility programmes offers applied insights into both theoretical and practical aspects that can only lead to further improving one’s professional and cultural background. The current paper describes such an experience, namely participating in the Erasmus+ Staff Mobility for Teaching, KA131- 2022 and 2023. The main aim is to minutely analyse the major methodological elements involved in teaching ESP and BE (Business English) at AERES University of Applied Sciences in Dronten, The Netherlands. In addition, a comparison between the aforementioned university and The University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca will be conducted, with a focus on the specific academic curriculum, students’ age, learning needs particularities and learning objectives, teaching methods and environment, as well as on resources, materials and digital aids, in the case of ESP. Possibilities for running student exchange programmes will furthermore be tackled, observing legal and procedural similarities and differences, especially in the case of internships and practical training stages. The results of the current contrastive outline will both improve the ESP educational process and create further opportunities for international cooperation (teachers and students).

Keywords: Erasmus+ teaching mobility, comparative analysis, applied ESP methodology.