International mobility of the educators and the educated is constantly growing. The aim of this article is to discuss, from a philosophical point of view, two consequences of this mobility: remote learning on the one hand, and the confrontation of the concerned individuals to diverse contexts and cultures on the other hand. The notions of autonomy, thought as the ability of any individual to act, choose and think by himself or herself, and of authority, thought as a way to favour the development of this ability for others, will be at the heart of this analysis. Putting educational relationship within the frame of a mobility pathway for the educated means accepting to consider authority as a way to influence each step of the route, for them to be profitable to the one leaving this experience, and who will be facing new cultures and new contexts. Considering educational relationship by integrating the possible mobility of the educator will drive him or her to face a new and double requirement: being able to adapt to a wide diversity of cultures and contexts, and being able to try the challenge of interculturalism, particularly to have his or her authority acknowledged in a multicultural context. The first part of this article is dedicated to the specificities inherent to a remote educational relationship regarding the possibility to think and apply authority in such a context. The second part confronts the notions of authority and kindness to the specific issues of a globalized and multicultural world.