When groups leave Iceland, we often find ourselves asking the same question.

What will they remember a year from now?

Will it be standing beside an active volcanic landscape? The first glimpse of a glacier? The sound of Gullfoss? Or will it be something much less obvious?

This July, GeoCamp Iceland welcomed Breck School for the school’s first educational journey to Iceland. Over nine days, students explored Reykjanes UNESCO Global Geopark, hiked to recent eruption sites, learned about geothermal energy and renewable resources, travelled through South Iceland to the glacier lagoons, visited Vestmannaeyjar to understand natural hazards, and traced Iceland’s history from the Settlement Era to modern-day Reykjavík.

Along the way, we discussed climate change, renewable energy, geology, resilience, and how people have adapted to life on this remote North Atlantic island for more than a thousand years. From the first settlers who relied entirely on the natural environment to today’s communities responding to volcanic eruptions and a changing climate, Iceland became more than a destination. It became a place to ask questions.

The Question That Mattered Most

On their final evening, Breck’s teachers asked the students a simple question. “How do you have a better understanding of yourself because of this trip?” Their answers reminded us why experiential education matters.

Some students wrote about putting their phones away and becoming more present.
Others reflected on finding confidence by stepping outside their comfort zones and building friendships with classmates they barely knew before arriving in Iceland.

Several mentioned becoming more aware of food waste and understanding that sustainability isn’t just an idea discussed in classrooms. It’s something expressed through everyday choices, including supporting local communities and businesses.

One student wrote about sitting quietly at Gullfoss, wondering what future generations might experience if climate change continues unchecked. Another reflected on seeing Iceland’s political leadership and realising that governments do not have to look the way she had always imagined.

And one comment, in particular, stayed with us: “Touristy things can be fun, but it’s more important to find your own Narnias. The impromptu moments, talking to locals, finding their favorite spots and learning from them.”

It is difficult to imagine a better description of the kind of travel experience we hope to create.

And the “Narnias” they mention? We knew exactly what they meant. They aren’t famous landmarks or places you’ll find at the top of a guidebook. They’re the hidden corners that reveal themselves unexpectedly when you’re out in nature, a hidden canyon, a quiet lava field, a hillside with a view no one was expecting, or simply a place where the group decides to stop and take it all in. They’re the moments when someone says, “I had no idea this was here.”

​Those places are rarely the reason people come to Iceland, but they often become the reason they remember it. They remind us that the most meaningful experiences are often found just off the beaten path, where there is time to slow down, explore, and discover something that feels like it was waiting just for you.

The Moments You Can’t Put on an Itinerary

People often assume that educational travel is defined by where you go. In reality, it is often defined by everything that happens between the destinations. At GeoCamp, we spend months planning programmes, confirming accommodations, monitoring weather forecasts, arranging transportation, and making sure every detail works. Those things matter because they create the conditions for learning.

But the moments students remember are usually the ones no one could have scheduled.
They are the conversations during a hike. The shared challenges that build confidence. The quiet moments spent simply sitting in nature. The stories exchanged around the fire at our family farm after a long day in the field.

Those experiences create space for reflection in a way that classrooms rarely can. As guides, we also receive something in return. Every group allows us to revisit landscapes we know by heart through fresh eyes. Places we may have visited hundreds of times suddenly feel new again because someone notices something we have overlooked or asks a question we have never considered.

That may be one of the greatest privileges of this work.

Thank You, Breck School

We are grateful to everyone at Breck School for trusting GeoCamp Iceland with your first programme in Iceland. Your students approached every experience with curiosity, openness, and a genuine willingness to learn—not only about Iceland, but about themselves and each other.

As one of your own journal prompts reminded students before they arrived: “Return home with stories, skills and a better understanding of the world… and of yourself. Because in the end, the most important destination is not the place you visit. It is the person you become on the journey.”
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Reading the students’ reflections, we have a feeling that journey has only just begun.
We hope this was the first of many visits from Breck School to Iceland.

Regenerative tourism is no longer just an emerging concept—it is becoming a practical framework for strengthening destinations, supporting local communities, and protecting nature. Earlier this summer, partners in the REGENERATE project gathered in Finland to review progress and plan the next stage of this international collaboration.

On 25–26 June 2026, partners from Iceland, Finland, Sweden, and Ireland met at Hawkhill Cottage Resort near Helsinki for the latest REGENERATE project meeting. Hosted by ProxyLab, the meeting marked the successful completion of the project’s first phase and laid the foundation for the next stage of work.

GeoCamp Iceland participated in the meeting alongside Visit Reykjanes and other project partners, contributing to discussions on how education, collaboration, and place-based experiences can support a more regenerative approach to tourism.

Building the foundations

The first phase of REGENERATE has focused on understanding the current state of tourism across the Northern Periphery and Arctic region. During the meeting, partners reviewed the results of regional analyses, stakeholder mapping, and the collection of examples demonstrating how regenerative tourism is already being implemented in different destinations.

Rather than simply reducing negative impacts, regenerative tourism aims to create positive outcomes for destinations by supporting healthy ecosystems, resilient communities, and thriving local economies. Sharing practical examples from across the partner regions has been an important step in identifying approaches that can be adapted elsewhere.

Learning from Hawkhill

The meeting venue, Hawkhill Cottage Resort, provided more than just a place to meet. It served as a living example of regenerative tourism in practice.

Through its close relationship with the surrounding landscape, commitment to sustainability, and emphasis on authentic local experiences, Hawkhill demonstrated how tourism businesses can successfully balance environmental responsibility with economic viability. Visiting the resort allowed partners to experience firsthand how regenerative principles can become part of everyday operations rather than remaining theoretical ambitions.

GeoCamp Iceland’s role

For GeoCamp Iceland, participation in REGENERATE aligns closely with our mission of using education and field-based learning to inspire more sustainable relationships between people and places. Every educational programme we deliver encourages participants to better understand the landscapes they visit, engage with local communities, and reflect on how tourism can contribute positively to the destinations they experience. The project strengthens this work by connecting partners who share the ambition of making tourism a force for environmental stewardship, community wellbeing, and regional resilience.

As the project moves into its next phase, GeoCamp Iceland looks forward to contributing to the development of educational resources and sharing practical experiences from Iceland with partners across Northern Europe.

About REGENERATE
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REGENERATE is an international cooperation project led by Visit Reykjanes. The project brings together partners from Iceland, Finland, Sweden, and Ireland to develop regenerative tourism approaches that create positive impacts for nature, local communities, and regional economies through collaboration, innovation, and shared learning.

In May 2026, partners in the Erasmus+ project "Create a Sustainable World by the Motto of Zero Waste and Educate the Future Citizens of Europe to Be Responsible for How to Reuse, Recycle and Reduce Waste for a Better Future" gathered in Rakkestad, Norway, for the project's first Learning, Teaching and Training Activity (LTT1). The week brought together students, teachers, and project partners from across Europe to explore how education can inspire more sustainable lifestyles and strengthen European cooperation.

Throughout the mobility, participants took part in practical workshops, collaborative school activities, and cultural visits that combined environmental education with intercultural learning. One of the highlights was the Plastic Art Project, where students worked in international teams to transform discarded plastic into creative artworks, demonstrating how waste can become a valuable educational resource while raising awareness of responsible consumption and recycling.

Visits to Oslo, including the MUNCH Museum and the Oslo Opera House, together with time spent with host families and participation in Norway's National Day celebrations, gave participants a deeper understanding of Norwegian culture and strengthened friendships across borders.
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On behalf of GeoCamp Iceland, Sigrún Svafa Ólafsdóttir a project manager for education and Drífa Thorstensen, a STEAM teacher at Háaleitisskóli in Reykjanesbær, participated in the meeting in Norway. For them the mobility offered valuable inspiration for bringing sustainability into everyday teaching. Experiencing how environmental responsibility is integrated into school life and the local community in Norway highlighted the importance of hands-on learning, creativity, and international collaboration. The exchange of ideas with colleagues from across Europe also provided new approaches to teaching about plastic pollution, the circular economy, and responsible consumption.

The mobility strengthened Erasmus+ partnerships while creating new opportunities for future cooperation. The knowledge and ideas gained during the week will now be shared with colleagues and students in Reykjanes, supporting further work on sustainability, innovation, outdoor learning, and international projects. By connecting place-based learning with creativity and intercultural dialogue, the project empowers young people to become active and responsible citizens capable of contributing to a more sustainable future.

This June, we had the pleasure of welcoming students and faculty from Boston University Academy for their first educational journey with GeoCamp Iceland.

As part of the programme Powering Possibility: Climate and Sustainability, students explored how climate, energy, and sustainability intersect across some of Iceland’s most dynamic landscapes. From walking between tectonic plates in Reykjanes UNESCO Global Geopark to visiting geothermal power plants, glacier lagoons, volcanic landscapes, and communities shaped by natural hazards, the group experienced Earth systems in action.

Along the way, students examined renewable energy, climate science, geology, and community resilience while engaging with local people, scientists, and practitioners. Field experiences at places such as Þingvellir, Heimaey, Sólheimajökull, Fjallsárlón, and Hellisheiði provided opportunities to connect classroom learning with real-world challenges and solutions.

What made the experience especially meaningful was the curiosity and engagement the students brought to every conversation, hike, and field stop. Whether discussing volcanic eruptions, glacial retreat, geothermal innovation, or the future of sustainable communities, they embraced Iceland as a living laboratory for learning.

Thank you to Dr. Lizzy Karnaukh, Rose, and Dave, as well as everyone at Boston University Academy, for choosing GeoCamp Iceland for this inaugural programme. And thank you to the students for being such curious, engaged, and responsible travellers throughout the journey. We look forward to seeing where this partnership leads next.

In 2026, GeoCamp Iceland had the pleasure of welcoming students and faculty from Mercersburg Academy for the school’s first educational journey with GeoCamp Iceland. More than simply a study tour, the program reflected a shared commitment to experiential learning, student curiosity, and the belief that some of the most meaningful lessons happen far beyond the classroom walls.

What made this visit particularly unique was the philosophy behind it. Inspired by Mercersburg’s Global Programs vision, the Iceland experience was designed to be shaped by student interests and questions. Rather than following a rigid itinerary, the programme was built around flexibility, allowing students to explore topics ranging from geology and climate change to history, culture, sustainability, photography, and geopolitics. GeoCamp Iceland worked closely with Mercersburg faculty to create a journey that could adapt to the group’s interests while showcasing some of Iceland’s most dynamic landscapes and communities.

The journey began on the Reykjanes Peninsula, located within Reykjanes UNESCO Global Geopark, where students were introduced to Iceland’s unique position atop the Mid-Atlantic Ridge. Visits to the Bridge Between Continents, Gunnuhver geothermal area, and the volcanic landscapes surrounding recent eruptions provided an immediate and tangible connection to Earth systems in action. A guided visit to Grindavík, a community profoundly affected by recent volcanic activity, added a human dimension to discussions about natural hazards, resilience, and adaptation. Students learned not only about geology, but also about how communities respond to uncertainty and change.

Throughout the programme, Iceland itself became the classroom. In Reykjavík, students explored the country’s history and democratic traditions. At Hellisheiði Geothermal Power Plant, they witnessed how Iceland harnesses renewable energy on a national scale, turning volcanic activity into a sustainable resource for electricity, heating, and innovation.

The group then travelled into the Icelandic highlands and South Coast, where learning became even more immersive. In Þórsmörk, surrounded by glaciers, rivers, and volcanic mountains, students experienced firsthand how Iceland’s landscapes have been shaped by the interaction of fire and ice. Hiking through this remarkable wilderness offered opportunities for reflection, observation, and a deeper appreciation of Iceland’s natural environment.

The group also walked on Sólheimajökul glacier, transforming conversations about climate change from abstract concepts into direct experience. Students could see evidence of glacial retreat, discuss changing environmental conditions, and connect global climate challenges with real-world observations. Later, visits to iconic waterfalls such as Skógafoss and Seljalandsfoss illustrated the powerful relationship between Iceland’s glaciers, rivers, and landscapes.

The journey continued east to Jökulsárlón Glacier Lagoon and Diamond Beach, where floating icebergs and black sand beaches offered striking visual reminders of Iceland’s constantly evolving environment. Here, students explored themes of climate, geology, and natural processes while experiencing one of Iceland’s most spectacular landscapes.

Another important chapter of the program focused on natural hazards and community resilience. In Vestmannaeyjar, students learned about the dramatic 1973 volcanic eruption that threatened the island community of Heimaey. Through visits to Eldheimar Museum and exploration of the island itself, they examined how a community responded to disaster, rebuilt, and adapted. Discussions about sustainability, resilience, and human ingenuity were brought vividly to life through local stories and experiences.

The program also highlighted Iceland’s innovative use of renewable energy and sustainable food production. At Friðheimar, students saw how geothermal energy supports greenhouse agriculture, allowing tomatoes to be grown year-round despite Iceland’s northern climate. Along the Golden Circle, visits to Gullfoss, Geysir, and Þingvellir National Park connected themes of geology, energy, history, and environmental stewardship.

Mercersburg Academy’s first visit to Iceland is a great example of true educational travel when students are given opportunities to explore real-world challenges in real-world settings. Whether standing on a glacier, discussing resilience in Grindavík, examining renewable energy systems, or hiking through volcanic landscapes, students encountered a country where science, sustainability, history, and culture intersect in visible and meaningful ways.

At GeoCamp Iceland, we were delighted to be part of this journey. We share Mercersburg’s belief that education is strongest when it combines curiosity, exploration, and reflection. Iceland’s landscapes may have provided the setting, but it was the students’ questions, conversations, and engagement that brought the experience to life.

As the Icelandic proverb reminds us, glöggt er gests augað (the eye of the visitor often sees more clearly than the eye of the host). Every group that travels with us offers fresh perspectives and new insights into the places we call home. For us, hosting educational groups is also a learning experience. Through the eyes of our visitors, we continue to discover new stories, new questions, and new ways of understanding Iceland.

We thank Mercersburg Academy for placing their trust in us for this first Iceland program and look forward to seeing how future groups shape their own versions of this remarkable journey. The landscapes may remain the same, but every group leaves its own unique imprint on the experience.

GeoCamp Iceland is pleased to contribute as an associate partner to the European Erasmus+ project EU FoodPact, a three-year initiative focused on strengthening sustainability, skills development, and resilience across Europe’s agri-food sector.

Officially launched in Reus, Spain, in May 2026, the project brings together chambers of commerce, public authorities, educational institutions, and sustainability experts from across Europe. Led by the Reus Chamber of Commerce, FoodPact seeks to support micro, small, and medium-sized enterprises (MSMEs) in adapting to growing sustainability requirements, changing market expectations, and the green and digital transition.

For GeoCamp Iceland, participation in FoodPact aligns closely with our ongoing work in sustainability education, systems thinking, regenerative development, and place-based learning. The project provides an opportunity to connect these approaches with practical workforce development and lifelong learning within food production, fisheries, and local value chains.

Supporting Sustainable Development in Reykjanes

The Reykjanes region has a long tradition of fisheries, seafood processing, and export-oriented food production. These sectors play a vital role in the regional economy while also facing increasing expectations related to environmental performance, certification, reporting, and sustainable resource management.

Through FoodPact, partners will develop practical tools and training pathways that help businesses better understand and improve their sustainability performance. The project will also explore how education providers, industry, and public authorities can work together to strengthen the skills needed for a more sustainable and resilient food system.

GeoCamp Iceland contributes expertise in sustainability education, outdoor learning, systems thinking, and regenerative approaches that help connect environmental responsibility with practical action and competence development.

Community Food Education Hubs

One of the project’s key innovations is the establishment of Community Food Education Hubs in participating regions. In Iceland, GeoCamp Iceland will support efforts led by SSS and the Icelandic College of Fisheries to create stronger connections between education, vocational training, industry, and community development.

The Icelandic hub is expected to build on existing strengths within the Reykjanes region, including vocational education, fisheries expertise, entrepreneurship, and sustainability initiatives. It will provide a platform for collaboration, knowledge exchange, and experimentation around future skills, sustainable food production, and local innovation.

The initiative also complements ongoing regional efforts to support businesses and communities, including recovery and innovation activities linked to the recent challenges faced by Grindavík and the wider Reykjanes Peninsula.

By participating in FoodPact, GeoCamp Iceland contributes to a broader European effort to promote sustainable food systems while strengthening education, resilience, and local capacity for future generations.

FoodPact – Forward-Looking Partnership for Advancing Sustainable Transformation in the Agri-Food Sector is a 36-month project funded through the Erasmus+ Programme of the European Union (Grant Agreement No. 101259759). The project brings together ten partners from across Europe to strengthen sustainability, skills development, and certification readiness within the agri-food ecosystem, with a particular focus on micro, small, and medium-sized enterprises (MSMEs).

Last week was one of those moments where GeoCamp Iceland truly felt like a crossroads of ideas, curiosity, and field-based learning.

At one point, we were simultaneously hosting four very different educational groups from across the United States, each bringing their own academic focus, questions, and perspectives into Iceland’s ever-changing landscapes.

University of Maine joined us for the second year in a row, for an intensive earth systems and climate-focused field program, travelling deep into Iceland’s volcanic and glacial environments. Their itinerary explored everything from tectonic activity and geothermal systems to glacier dynamics, carbon capture, and the legacy of Iceland's numerous eruptions. The group also met leading Icelandic scientists, researchers, and writers, including Páll Einarsson and Andri Snær Magnason, connecting scientific understanding with the human stories behind climate change and environmental transformation.

At the same time, students from Central College Iowa travelled around Iceland examining the relationship between landscape, sustainability, communication, and culture. Their program combined geology and climate science with Icelandic history, renewable energy, saga heritage, and community resilience, from Westman Islands and Þórsmörk to geothermal power plants and Reykjavík’s cultural life.

Coginchaug Regional High School focused strongly on outdoor education, earth systems, and sustainability, exploring Reykjanes UNESCO Global Geopark and the South Coast through hands-on learning and field excursions, discussing volcanic hazards, renewable energy, glacier retreat, and environmental responsibility. The program reflected an important part of what we believe at GeoCamp Iceland, that meaningful education happens when students connect directly with the world around them.

Meanwhile, the University of New England approached Iceland through the lens of arctic tourism, sustainability, and destination development. Their students met with tourism organisations, local businesses, and regional stakeholders while exploring how Iceland has adapted to volcanic eruptions, climate challenges, and rapid tourism growth. From Reykjanes and South Iceland to Reykjavík and top tourist spots, the group examined how tourism, nature, and community intersect in a country shaped by constant natural change.

Hosting four groups simultaneously is always a challenge, but also a reminder of how powerful educational travel can be when learning moves beyond the classroom and into the field.

And for us at GeoCamp Iceland, it is also a reminder of just how rewarding it is to experience our own country through the eyes of visitors. Every group notices something different. Every conversation brings new perspectives. In many ways, every program becomes a learning experience for us as well.

And the semester rush is far from over.

This week, we are also welcoming new groups from Marist College, the University of Nebraska–Lincoln, SUNY Oneonta, and Mercersburg Academy, as the end-of-semester season continues to bring students and educators from across the United States to Iceland.

GeoCamp Iceland invites educators to join the upcoming ACADIMIA Online Practitioners’ Conference, bringing together teachers, trainers, and education professionals from across Europe to explore creative and inclusive approaches to learning.

The conference, taking place online on 3 June 2026, will highlight how innovative teaching methods can help shape more engaging, diverse, and inclusive classrooms. Practitioners from eight European countries will share hands-on experiences, classroom stories, and practical insights from the ACADIMIA project, which focuses on creative pedagogies including Creative STEAM, gamification, drama in education, maker teaching, Montessori-inspired methods, and strength-based learning.  

At GeoCamp Iceland, we strongly believe that meaningful education happens when curiosity, creativity, and real-world experiences come together. Through our work in outdoor learning, UNESCO school development, and teacher mobility projects across Reykjanes UNESCO Global Geopark, we have seen firsthand how creative methodologies can empower both educators and students.

This conference offers an opportunity not only to discover innovative classroom practices, but also to connect with a growing European network of educators committed to inclusive and future-focused learning environments.

Participants will also learn more about the ACADIMIA Community of Practice (CoP), designed to support long-term collaboration, peer learning, and resource sharing among teachers and trainers across Europe.  

The event will take place online on Wednesday 3 June 2026 from 17:00–19:00 CET and will be held in English. Participation is free of charge.  

We encourage teachers, school leaders, educational practitioners, and anyone interested in innovative education to take part.

👉 Registration: https://forms.gle/Lpmg6KDWSwBiRkK8A
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At GeoCamp Iceland, we are proud to contribute to projects like ACADIMIA that strengthen teacher development, encourage creativity in education, and help build more inclusive learning communities across Europe.

In the latest ACADIMIA podcast, Sigrún Svafa Ólafsdóttir from GeoCamp Iceland speaks with Ragnheiður Alma Snæbjörnsdóttir, a teacher at Akurskóli in Reykjanes, about her experience in the Erasmus+ project ACADIMIA (European Teachers’ Academy for Creative and Inclusive Learning).

After participating in the international teacher training course in Florence, Ragnheiður Alma began introducing methods such as Drama in Education, Creative STEAM, Talent Maker and Socratic Dialogue into her own teaching. She explains how role-play, inquiry-based learning and hands-on activities encouraged students to participate more actively and helped create a more inclusive classroom environment.

The conversation highlights the lasting value of European cooperation. Beyond learning new teaching methods, ACADIMIA has inspired teachers to share ideas with colleagues, build professional networks and continue developing creative approaches to learning. GeoCamp Iceland will continue building on this legacy by incorporating ACADIMIA methodologies into future teacher training, Erasmus+ mobility activities and UNESCO Schools professional development programmes in Iceland.

The podcast is in Icelandic, but a full transcript in English is available below.

Hvernig getur evrópskt samstarf breytt kennslu í íslenskum skólastofum? Það er viðfangsefni nýjasta ACADIMIA hlaðvarpsins þar sem Sigrún Svafa Ólafsdóttir hjá GeoCamp Iceland ræðir við Ragnheiði Ölmu Snæbjörnsdóttur, kennara við Akurskóla á Reykjanesi, um reynslu hennar af Erasmus+ verkefninu ACADIMIA – European Teachers’ Academy for Creative and Inclusive Learning.

Ragnheiður Alma tók þátt í alþjóðlegri kennaraþjálfun verkefnisins í Flórens haustið 2024 þar sem kennarar frá átta Evrópulöndum kynntust fjölbreyttum skapandi og inngildandi kennsluaðferðum. Fyrir hana skipti mestu máli að námskeiðið var hagnýtt og veitti verkfæri sem hægt var að nota strax í kennslu.

„Það sem mér fannst dýrmætast var að þetta voru aðferðir sem ég gat tekið með mér beint inn í kennslustofuna daginn eftir.“

Á námskeiðinu valdi hún þær aðferðir sem hún taldi henta best sinni kennslu í náttúrufræði og á unglingastigi. Það sem kom henni þó mest á óvart var hversu vel leiklist og hlutverkaleikur gátu nýst í samfélagsfræði og siðferðilegum umræðum.

Í stað þess að ræða stjórnmál eða samfélagsmál eingöngu út frá kennslubókinni fengu nemendur að stíga inn í hlutverk, stofna eigin stjórnmálaflokka og ræða álitamál sem snertu þeirra eigið líf, svo sem samþykki, áfengissölu og skattamál. Með aðferðum á borð við Drama in Education og sókratískar samræður tóku allir þátt á sínum eigin forsendum.

„Það tók allir þátt á sínum forsendum. Þetta virkaði sérstaklega vel fyrir nemendur sem eiga erfitt með hefðbundin skrifleg verkefni.“

Í hlaðvarpinu segir hún einnig frá því hvernig einfaldar samræðuaðferðir geta skapað öflugar umræður í kennslustofunni. Með því að láta nemendur taka afstöðu, færa sig á milli staða í rýminu og ræða sjónarmið sín læra þeir ekki aðeins að mynda sér skoðun heldur einnig að hlusta á aðra og ræða af virðingu.

Skapandi nálgun var rauður þráður í öðrum aðferðum ACADIMIA. Ragnheiður Alma lýsir meðal annars hvernig hún nýtti Creative STEAM til að kenna flotkraft með því að setja nemendur í hlutverk áhafnar skips. Þannig urðu þeir virkir þátttakendur í lausnaleit fremur en óvirkir áhorfendur.

Hún segir einnig frá reynslu sinni af TalentMaker, þar sem áherslan er lögð á rannsóknarvinnu, skráningu vinnuferlis og skapandi lausnaleit fremur en eingöngu lokaafurðina. Að hennar mati hjálpar aðferðin nemendum að skilja að námið snýst ekki aðeins um svarið heldur einnig um ferlið sem leiðir að því.

Í kjölfar þátttöku sinnar í ACADIMIA miðlaði Ragnheiður Alma reynslu sinni til samstarfsfólks og tók þátt í að kynna verkefnið fyrir kennurum á Íslandi. Hún bendir á að margar aðferðanna nýtist þvert á námsgreinar og séu jafn áhrifaríkar inni í kennslustofunni og úti í náttúrunni.

Eitt af því sem stóð einnig upp úr var Montessori-nálgunin sem kynnt var í verkefninu. Þótt hún segist ekki ætla að feta nákvæmlega í fótspor kennaranna sem hún kynntist í Flórens hafi hún fengið mikilvægan innblástur um gildi frásagnar, hlutbundins náms og þess að skapa heilan heim sem nemendur geti stigið inn í.

Í lok samtalsins voru þær sammála um að stærsta gildi ACADIMIA felist ekki aðeins í nýjum kennsluaðferðum heldur einnig í því að gefa kennurum tækifæri til að endurnýja sig faglega.
„Kennarar þurfa stöðugt innblástur, ný verkfæri og áminningu um allt það sem þeir kunna nú þegar. Svona verkefni hjálpa okkur að stíga aðeins út fyrir vanann.“

Þær ræða einnig hvernig halda megi áfram að byggja á árangri verkefnisins. Markmiðið er að flétta aðferðir ACADIMIA inn í endurmenntun kennara, alþjóðlegar kennaraheimsóknir og vettvangsnám þar sem náttúran verður kennslustofan. Með því geti verkefnið lifað áfram og stutt við skapandi og inngildandi skólastarf um ókomin ár.
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ACADIMIA hefur sýnt að evrópskt samstarf snýst ekki aðeins um að sækja námskeið erlendis. Það snýst um að byggja upp samfélag kennara sem deila reynslu, læra hver af öðrum og þróa kennsluaðferðir sem gera nám bæði skapandi, þátttökumiðað og inngildandi.

 

00:00:02

Hello to you, Alma? Yes, hello. Now we are sitting here chatting about the Academy, the European project. My name is Sigrún and I am the project manager of education or training matters here at Reykjanes Járvöng and Geokamp Æsland. and I have been working on this academic project for just about three years now. and you have been helping me has participated in this a little. Yes. Do you want to tell me about yourself? Yes, I am 31 years old, a family woman. and have been teaching for 10 years. I have a master's in teaching natural sciences and have mostly been teaching at this kind of middle school level. in the styling so often the most fun people to teach. Thank you for sharing. and Yes, I just I would have really enjoyed the academic journey.

00:01:00

This has been just fun. Let us. How did this happen to you like this? Now it's just about two weeks since you came with us to Florence. Yes. It is. it is here we went in October 2004 and It was naturally a dream setting to attend such a course in Florence, which is naturally a really beautiful place. and have been here sitting there a lot. learned about oneself course. and many cool things. as I could immediately use with my mentioned. which is always what I find to be desirable. in such peace. that this is something I can take and use just tomorrow. Yes, just taken applied into what you love to do. And here, as a scene, I was like this that we had a tape week in Florence and who really chose these five methods?

00:02:04

Out of these ten? Yes. an exciting and creative approach that the Academy is based on. And this was set up so that we were before the feast and after the feast. That we. So we took two approaches to it. And then there was always a presentation meeting and then such satisfaction in the end. Oh. I naturally determine my methods based on what suits. me and my teaching and my area of interest. and There comes something like this here steering and technique and Oh. such these partial creative ways to use in teaching. and I naturally chose those methods. All of it. But in to that you of course were working or have been working mostly with teenagers like this. Was there something about this method that went?

00:03:03

fastest into the core in the head or maybe used best or most. Yes and what comes such a great surprise was to bring theater into the nature fjord community awakening. I am not used to teaching much social order. But I did it, it has kind of added to me. and really fun. For example, I am the method and dream man education. This is kind of a jumble of various things that I learned in teacher training. It deepened my understanding of certain methods. and I began to apply. These methods. almost as soon as we got home. Look now it has become very like this What do you say, it doesn't say much drama and education says just a little more to give a little more skin but can you just explain something like this briefly for example I am what, how you used it not but can you give an example Yes, we set this up in connection with political science we were here.

00:04:15

fari í with counterarguments, such ethical considerations. The Hildar project was that they were to prepare a political party in connection with the parliamentary elections here. and In order to make progress in that work, we needed to help them find it. their opinions, what their causes are. what is something that is worth it to fighting for. So we start by going to just like this with and against, just individually frustrated about what you think. Or best in this chocolate. One just starts simply, one just starts to break it down. and then we just put this up in just like this Such moral issues concerning the age of consent. Oh. how to start paying taxes, how to have alcohol sales how to or Yes, just various things for them. For them, they changed the colors.

00:05:25

We didn't go into road transport and walking even though it is certainly. language and parliament, then we went like this with them. Yes, something they could perhaps relate to and found feelings for. Yes. It is built up, yes. And I found it, to mention it, that it took everyone quickly. Yes. At their own expense. Thank you for listening. Warmth. just like in our school system, there are all kinds of people, with all kinds of backgrounds. Both languages, social, all kinds of challenges and and failures and others. Everyone participated on their own terms. It is very cool. I am the method builder based on this kind of Socratic dialogue, this argumentative technique. and It is just simple methods. I always thought that when we try this in the course itself.

00:06:19

that to line up for example according to what opinion you have from now up to ten. It was this strong. I thought, although this is a very simple method. And so it is really perhaps sometimes to work with the fact that one after such tries perhaps to align people, trying to pull them closer to one's own opinion or something else. But this is something with one. Set a man in the spotlight here, what opinion do you have? You have lined up. Yes. And it is really difficult. It is just what I found difficult that they are completely. I am surprised by how strong this was in my circumstances. whatever was a tool in the toolbox. Absolutely like that you are there too in such a good way to anyone.

00:07:08

To take a stand. You can certainly be neutral, you can just go with yours. or you can say Ööö Sundae ice cream is good. but I prefer caramel in the dessert. You can take this diplomatic route. Yes, yes. But then we don't have to worry about how we can do that. in a respectful manner. It is also a lesson. And exercises in how to speak. Yes. And so there was here one of these methods that we intended to try, I don't know if you use it, it was when we stood like this in a circle and were supposed to talk to each other, there was some outer circle and we were supposed to discuss together. bear work value. Ui, use this in. Let's talk to the group that I mentioned.

00:07:51

and I use that it is more specifically to emphasize Icelandic texts. here you come to the world war and we were taking the world war for and all score fun discussions. That is what. continues in times and after. Yes, yes, yes It wouldn't have been easy to let go? No. It wouldn't have been easy to let go? and one way when we started using methods like here that relate more to drama than education It is that. But. many are very different in these methods. That it is here. Just ask if you can do more like this. Yes. They just find especially kids who... It may be difficult with large writing projects. They just think they are okay. This is very fun and I can do this.

00:08:47

And there is so much that comes as a surprise about it, drama in education, the method that is theater in education or theater in the classroom, that this is naturally not about anything but to set up some play. No, not at all. This is more about putting oneself in someone else's shoes. in different ways, sometimes maybe as a group, sometimes as two people talking to each other. and sometimes here in reality in conversations or in dialogues Sometimes if a person puts themselves in, they might get something important. that here, you know that I might be Hermann's mother in the Second World War. At times, I find it good to talk about it as well to put oneself in an additional role. That is to say, you are not the spiritual husband but rather, you are a relative.

00:09:29

Either a word problem or a witness. Or or something or as a tour. and there are so many things really that scared to do with this in such a simple easy way. For example out in nature and the word hike. and looks, here is a pond, here are birds, here are fish and all kinds of what is, let’s put ourselves in the shoes, what is this duck thinking and what is the fish thinking and what is the man thinking, where is it going, what do I want to be. just a small example of our price manipulation here in Reykjanes. to draw up this picture, now you are always coming directly to the sea, you have been fishing all day. and here is going to walk home to the fishing hut something that might not be a very remarkable house shelter.

00:10:14

and you are wet and it is evening and hungry and what is there to offer? Yes. It is not necessarily to save that there is only one fuzzy fire. No, it is probably just cold. Probably cold and not even that you know you can dry your feet and lie back in the earlier days. What are you talking about on the way home to the store? and you added two and two together. and here, I have used this when I am giving birth with groups here about the smoking habit And this is really, you know, all of a sudden you have to step into these situations. and instead of traveling sometimes we hear it being like this yes, this has been a vósbúð, what is your vósbúð.

00:10:48

It is exactly this that you are experiencing when you set these tracks. So theater in the choir room or in education. It is not really It is not a play, it is always always another thing. Yes, it can definitely be part of it. It can be that, but as a teaching tool. then this is much more diverse. And for example, if we perhaps moved a little over to Creative Steam. when I have also used when, for example, this is indeed the methods we took when Nikulas showed us the method, it was the boat. Yes. I mean I am so in the boat. a painting with a picture of this that was a trigger and I let mentioned through this Oh. Then they went this way to realize the goal of those who set out to teach buoyancy.

00:11:43

Yes. Exactly. but why doesn't the boat sink with all these individuals, all this equipment. And I much with the wave action. Why is the boat not sinking? Why doesn't it make sense to entertain for the sake of entertaining? Thank you for that. which is quite this is such a huge mass, this is so you. Yes. Why don't you come down? why quickly want to quickly. and to set this up in such a play and they have become Oooooo Part. Yes. They are not just observers, they are participants in teaching. and it just gives they miss you so much. These are the moments they remember. It really does. You don't remember the astronomy test or the multiplication test. It is a spelling project. You remember as creative. You would get cut.

00:12:41

So you step into some role and step out for the sake of the device, maybe? You were in the comfort zone, you first did not go out for the comfort of man. which is a memory but not a good memory. We want to create good memories and then we must go a little beyond that limit. It is just so horrible. and just like always there were all kinds of these methods in academia too. We were always working with gamification, which is gameification nights. and here what got me worked up is like this made to play or play made to study it was really both the youngsters. and then we had uh. It was also a somewhat remarkable method. Very enjoyable. Yes, you can tell us otherwise about what you mainly took out of working with.

00:13:33

Yes, what I took most from it is just that this is a way to teach scientific methods. In an enjoyable way. Yes. The children are led through. Decide on the tools. is set up in such a way that every writing needs to be recorded. Exactly. and after never developing ability then you can give them Míspunatilegð pin karl. There are plenty of ready-made tasks. And I just tried to use the technology to translate a project even though it was in a language I understood nothing of. The videos that are on the site are also very helpful. Yes, so the talent maker comes with a bit of a good project bank. A very cool project bank. to help a person too I want I have a project and mainly a project that is not in the project bank.

00:14:31

That's it. And they gave in the foundation. Yes, yes, because that is of course also part of it that you don't necessarily just take on tasks and present them. You are here to use all of this as a focus on something that fits into them. and this leads through it. both just good professional work methods. that it is not just built in the final product you have to show You must show respect for the process. and develop yourself. so that you can achieve the final price. This is described. not just about the results, it controls the process. And so you say the process needs the speaker to work on the participants. We work on the participants, yes. And you were here with a nice workshop up in Akranes like this method.

00:15:22

Yes. and just in very brief terms, it can be said what that project Fjallæg is about. Yes. We just start by going over what is involved in this resource. It can be useful for kernels. and then the test with the project where you were designing. Neighborhood? Yes, the neighborhood only tries around the school, or was it just some kind of unfair neighborhood? It was an unfair neighborhood; most people lived near the school. and Markir saw opportunities. especially perhaps younger ban teachers that he can improve the schoolyard better than around every school area. You are using this in environmental education. And traffic education. And traffic education and and as it gets older, it can go more into just so-called that How is society, what does it entail? What needs to be present in modern society?

00:16:23

what improvements would we make. and more in that vein. and that is why to connect this into astronomy. and proportions and make this bigger. Shorten the learning too and a little. Oh. As great as this school is, it works with integration. That is exactly what it is about. Really great shoe job. Yes. that very tamed come our But then she is The place where we haven't mentioned it is really everything related to the method of sorcery. Yes. and maybe we didn't quite get it. Ehhh. we might have sent quite a lot with it. that it didn't build so much on the character of Sara who was our teacher outside, she was always so magnificent just absolutely amazing and she stepped into this to tell stories and went into costumes and told a story about from the beginning of the universe and how our solar system was formed and other things, and just me as a complete individual completely overwhelmed by listening to how this can be.

00:17:31

And I think it was maybe just a little foolish to try to follow in her footsteps. Yes. But maybe what I take away from this is. what matters a lot is to tell stories and as perhaps a teacher or beginner or guide from where the project or the role you have to dare to step into it to tell stories he does so with flair And don't drag the participants into it too much. She also had that which we got in the role on the stage. Yes, she just creates a home. hemmi. And you step into the world. And although it is a requirement, you get to be in solid form or liquid form or You are some number or some form or After you. what they have been teaching.

00:18:18

But what one although her character is such a large part of this. which will be a mess. and which I will become a teacher who does not have extensive knowledge and is opposed to that in methods. and then this was still Such inspiration How can I help you? I take more part-based things. into my core time. as it is in montague to teach pre-writing. with concrete data before I go into the technique. that they realize that these instructions In example, the gray is with you. Just like cups gathered together. If something clicks, then it doesn't work. Go ahead. Yes, yes, yes. Exactly, to get to play with your hands, with things that are the same arrangements as one is doing in, for example, simple parenting, here, the teaching parent script that is using this.

00:19:27

It was also incredibly cool to have that opportunity. and now it is short until we need to finish this conversation is something like this that I would like to specifically mention just finally regarding something you envision trying further or what you absolutely do not want to let happen It is first just important that such projects continue. Thank you for listening. a kind of view patrol vessel. that teachers need a steady source of inspiration and tools and reminders about something that you learned in the course, something that you have learned before, something for Ehhh. You did not help him at all. Yes, and that is basically the main thing I take away from this project. It is to come up a little bit out of. helps him.

00:20:23

And maybe just hold on to the title of creative and inclusive teaching experience? Yes, because it is just such a big part of our teaching. and try to find ways for everyone to always be able to. Yes, to be mentioned. We have indeed pondered a lot about how best to proceed with this large and fine project, how we can ensure. that this does not get stuck and here we see it would be good for us to look this into really maybe like an end-to-end program. for Icelandic and foreign teachers who might come to us and and I just want to incorporate this into being outdoors in some way. Especially. Yes, because Most of this is not tied to any specific environment.

00:21:09

No, unless you just set the numbers to always be in the foreground, but that is naturally just the closing part perhaps. you can have a device. As long as you have a delay, you can be out in nature. And you can also do this the same way. You can start some work outside and finish it. And it is often that which also becomes necessary to seek some common ground in that context. And this has definitely been a very enjoyable time, and one has always gotten to know a lot of good people. But somehow, it has also provided a completely new inspiration in the creative world. Although we discuss this struggle outside the book. Dear thank you for coming to talk with me and Alma and very proud that this has benefited you and your names and hopefully just strengthens everyone for the better. Good, thank you. Thank you.

At the end of April, GeoCamp Iceland participated in the second Learning, Teaching, and Training Activity (LTTA) of the Erasmus+ Green STEAM project, hosted in Sitia, Crete. The meeting brought together partners from across Europe to further develop a shared approach to interdisciplinary education that connects environmental awareness, scientific inquiry, and cultural understanding.

The programme combined school visits, field-based learning, and project working sessions, providing a well-balanced framework for both inspiration and practical development.

The LTTA began with a visit to the 3rd Primary School of Sitia, where partners were welcomed by students through a programme of music, dance, and local traditions. The visit highlighted how cultural heritage can play an important role in education, supporting engagement and providing meaningful entry points into environmental and scientific topics. The school’s outdoor learning facilities, including a geological rock garden, demonstrated how school environments can be effectively used to support hands-on learning and observation.

Field visits formed a central part of the programme. At Toplou Monastery and through the LIFE AgrOassis initiative, participants explored the connections between landscape, sustainable land use, and local production systems. These examples illustrated how environmental education can be linked to real-world practices, including agriculture, water management, and local economies.

Outdoor Learning in Sitia UNESCO Global Geopark

A full day was dedicated to the Sitia UNESCO Global Geopark, with activities in the Zakros area. Here, partners engaged with educational approaches that integrate geology, biodiversity, and cultural history. Site visits to springs, watermills, and the Minoan Palace of Kato Zakros provided a broader perspective on how natural resources have influenced human activity over time. The use of digital tools in outdoor settings also demonstrated how technology can support data collection and interpretation in educational contexts.

The programme was complemented by a guided visit to Sitia, including the archaeological and folklore museums and the Kazarma fortress. These activities reinforced the importance of local narratives and identity as part of educational content.

How did the LTTA benefit Green STEAM?

In addition to the field programme, partners held dedicated working sessions to advance the project. Discussions focused on the development of Green STEAM lesson plans, including the integration of outdoor learning, environmental data collection, and creative elements. Partners also agreed on common approaches to data collection, ensuring that results from different countries can be compared and shared.

The final part of the LTTA was devoted to reflection and consolidation. Partners reviewed key insights from the week and worked on translating these into practical next steps. This included refining lesson plan concepts, aligning on methodology, and confirming responsibilities for the upcoming implementation phase.

Next steps in the project

The meeting in Sitia marked an important transition in the project, moving from initial concept development towards practical application. In the coming months, partners will develop and pilot lesson plans in their respective countries, with a focus on engaging students in meaningful, context-based learning.

GeoCamp Iceland values the opportunity to collaborate within this partnership and to contribute to the development of innovative approaches to education that connect science, environment, and society. The experiences from Sitia will directly inform our work in Iceland, where similar principles can be applied across diverse natural environments.

We would like to thank our partners in Sitia for their excellent organisation and warm hospitality, and all participants for their active engagement throughout the meeting.