This article presents the results of the European project EINSTUDIO, developed within the framework of the Erasmus+ programme. Its aim was to foster international and interdisciplinary collaboration among students of Robotic Engineering and Industrial Design Engineering from Spain, Portugal, and Turkey. Through a project-based learning (PBL) methodology, students worked in multicultural teams to design technical solutions applied to real-world contexts, such as furniture for modular containers and functional objects.

Regarding the outcomes, although the project involved both Robotic Engineering and Industrial Design students, this study focuses specifically on the analysis of the Robotic Engineering group, with whom the authors had a closer working relationship. A mixed-methods approach was adopted, combining quantitative methods (competency-based assessment, objective tests) and qualitative methods (perception surveys, teacher observation). The findings show a significant improvement in the acquisition of both technical and transversal skills, as well as a positive evaluation from the students. However, relevant challenges were also identified, such as timetable coordination, cultural differences, and the unequal distribution of workload among the participating institutions.

The article concludes that this type of Erasmus+ experience not only enriches academic training but also prepares students for globalised work environments. A replicable model is proposed for future international collaborations in higher education, based on shared planning, the use of digital platforms, competency-based assessment, and continuous teacher support.

Keywords: Erasmus+, International collaboration, Project-based learning, Robotic Engineering, Higher Education.