Using Erasmus+ strategically for Higher Education
Across Europe, higher education institutions are increasingly recognising Erasmus+ as a driver for innovation, capacity building, and long‑term institutional development. Today, the programme is far more than a study-abroad scheme. When used strategically, Erasmus+ enhances teaching quality, supports institutional transformation, and fosters partnerships that help higher education institutions respond effectively to societal, environmental, technological and labour‑market challenges.
Using Erasmus+ strategically goes beyond running successful, stand‑alone projects. It means treating the programme as a core instrument for institutional development, aligned with a higher education institution’s long‑term goals. This includes improving curricula, developing staff competences, fostering digital and sustainable transformation, and deepening cooperation with the labour market and society.
The overall perspective should be that the Erasmus+ programme is a tool – a predictable one – that helps you realise your priorities.
Learning mobility for students is the core of Erasmus+, but there is more in it. Much of the programme funding goes to individual learning mobility in order to offer students and staff a wide range of opportunities for going abroad and learning from others. In parallel, the programme’s cooperation actions (cooperation partnerships, alliances for innovation, policy experimentation, teacher academies, European Universities etc.) are key tools for strengthening quality and innovation in higher education.
Norway, a non-EU-Members State like Switzerland, is well aware of this. As Vidar Pedersen (Norwegian NA Director for Erasmus+, Directorate for Higher Education and Skills - HK Dir, Norway) puts it: “Erasmus+ is an ecosystem for international, for European cooperation. It's not just funding individual mobilities, it's not just funding individual projects, but it is an overall programme and a framework that allows you to think strategically in the long term in terms of what you want to achieve.” Yet Pedersen also highlights that many projects are not initiated in a consciously strategic way, as Erasmus+ in principle is a bottom-up programme that responds to the needs of different faculties and staff members.
Against this background, Pedersen would define the strategic use of Erasmus as a deliberate approach to the programme, in the sense that, if one wishes to achieve certain objectives, one is clear about how to use the programme and what contribution it can make towards achieving those objectives.
The programme is a quality instrument, a development tool, and a tool to build community
A European perspective – Insights from Norway
Norway’s experience shows what a structured, system‑level approach to Erasmus+ can achieve: Norway, like Switzerland, is not a member of the European Union (EU); however, it has been participating in EU education programmes since 1992, without interruption. Against this backdrop, the government developed a national Erasmus+ strategy across three ministries in 2021, positioning the programme as a tool to address national political priorities by providing a coherent framework for educational institutions.
The Norwegian Erasmus+ strategy emphasises four goals:
- Cooperation shall help to solve major societal challenges (inclusion, digitalisation, sustainability),
- Cooperation shall strengthen collaboration between education, training the labour market and society,
- Cooperation shall provide greater opportunities to participate in an international learning environment, and
- Cooperation shall contribute to the development of policy and framework conditions.
Through this strategy, the Norwegian government has defined quantitative targets on e.g. concrete number of individuals across all sectors that shall participate in mobility actions. Furthermore, the Norwegian government has also defined, inter alia, the extent of participation in cooperation partnerships, and number of newcomer institutions. Indicators related to societal challenges include the percentage of projects coordinated by Norwegian organisations to work on sustainability or the percentage of projects combining physical and digital mobility (see p. 9). According to Pedersen, quantitative goals defined in the national strategy are on track and will largely be met.
In contrast, according to the 2023 Norwegian National Report on the Implementation and Impact of Erasmus+ in Norway, qualitative measures of goal attainment by projects have been more difficult to conclude on, mainly because monitoring and reporting is at its early stage (p. 11). According to Pedersen however, self-reporting shows a high or very high attainment of qualitative goals at 92%. When it comes to organisation and efficiency, there has been mixed feedback. Importantly, the report also illustrates that the relevance of the programme is considered as high and increasing, and that the results are to a large degree sustainable.
An evaluation report on the use of Erasmus+ in developing new study programmes and courses published in March 2026 further shows that a majority of Norwegian higher education institution leaders support, in line with the nationally defined goals above, the linking of Erasmus+ with their institutional development strategies (p. 29ff). Norway’s experience thus illustrates what becomes possible with a coordinated and strategic use of the programme.
Erasmus+ as a catalyst for educational and institutional innovation
Erasmus+ currently is considered “the” reference framework in Europe to, according to Vidar Pedersen:
- Transnationally develop new courses, curricula and modules, many of which become part of regular programme portfolios (see also the European Commission’s outcomes report (2025) on the European Universities Initiative).
- Offer Blended Intensive Programmes (BIPs) as practical formats supporting interdisciplinary cooperation.
- Generate benefits for students (intercultural competences, confidence, motivation) and for staff (networks, pedagogical innovation, professional development).
- Add value through structured educational partnerships, quality frameworks and long‑term collaboration formats such as European University Alliances.
According to EUA (2025), “Erasmus+ is a key enabler for intra-European and international mobility and cooperation”, with indispensable, high-quality opportunities for mobility as well as intra-European and international university collaboration.
Rather than being mutually exclusive, mobility and cooperation reinforce each other. Cooperation projects can serve as testing grounds for new mobility formats, which may have a lasting impact if institutionalised beyond the project duration. Conversely, mobility experiences can inspire the development of new cooperation projects. In addition, mobility helps to sustain partnerships beyond project lifetimes, maintaining networks and collaboration over time (Pedersen, HK-dir).
Building on this interplay, Erasmus+ provides space to explore new approaches to teaching and learning. Digital and blended formats, challenge-based learning, and internationalised curricula offer fresh perspectives and enrich educational practice.
What higher education leaders can do
Erasmus+ represents a valuable opportunity for higher education leaders, not only to support mobility, but also to contribute to the development of a future-ready education system. Erasmus+ is a programme that has grown considerably over the years and become increasingly important in Europe.
By connecting Erasmus+ with broader institutional priorities, such as teaching and learning development, digitalisation, research, innovation, and collaboration with external partners, it can become a meaningful driver of institutional progress. By engaging in Erasmus+, you can further co-create the framework conditions that will apply in Europe in the future, such as related to European Degrees, micro-credentials and the European Student Card.
Creating supportive conditions for participation at your institution can therefore enhance its impact. Clear processes and inclusive approaches can open up opportunities for a wider range of departments and staff, including those with less experience in international projects.
Looking beyond individual projects, there is strong potential to embed successful outcomes into everyday institutional life. Integrating new curriculum elements, partnerships, and mobility pathways into regular programmes can help ensure that the benefits of Erasmus+ continue over time.
Being part of Erasmus+, you can initiate projects. That's one of the most important things. You can coordinate projects, you can take new initiatives. You are not dependent on the goodwill of others
And Switzerland?
The Federal Council is seeking to join the Erasmus+ programme from 2027 onwards. On 13 March 2026, the Federal Council referred the Switzerland–EU package to Parliament. This marked the start of the parliamentary phase of the dossier.
Switzerland joining Erasmus+ would provide for its education stakeholders access to all the opportunities, networks and tools offered by the European education programme Erasmus+.
Very many good universities in Switzerland are attractive partners, but because you're not in the programme, you're too often forgotten
Start preparing now:
- Find out about funding opportunities, networks and tools and define which engagement serves best your institutional goals
- Reduce barriers and build capacity within your institution
- Reach out to your current and potential new partners that can help you achieve your goals and get ready for the Erasmus+ Call 2027 (the current Swiss Programme for Erasmus+ remains a backup)
- Movetia will support you!
Get inspired by projects with Swiss participation:
- Reportage series Why European Universities Matter (part 1-4)
- Movetia article Show Me the Value
