GeoCamp Iceland has - as coordinator for educational development in Reykjanes UNESCO Global Geopark - completed a needs assessment on outdoor education within the geopark. The survey was carried out as part of the Nordplus project Empowering Educators, which aims to map opportunities for outdoor learning in Nordic geoparks. It was conducted in close cooperation with teachers across Reykjanes and highlights both the strengths and the challenges related to outdoor learning in local schools. The results confirm that teachers at all school levels are keen to use outdoor environments in their teaching and make extensive use of the surrounding nature, but require more support to fully realise the potential that outdoor learning offers.

According to the assessment, teachers in the Reykjanes Geopark actively draw on the rich natural diversity of the area—including lava fields, geothermal sites, rocky coastlines and moss-covered landscapes—to strengthen students’ scientific literacy, creativity, reading skills and social development. Outdoor learning has become a regular part of school activities in many schools, with strong emphasis on connecting learning to students’ lived experience and encouraging curiosity and exploration in nature.

The results also reveal several obstacles that limit the scope of outdoor teaching. Lack of time and tightly structured timetables are among the most common challenges, along with weather conditions and the fact that many students are not dressed appropriately for outdoor activities. Teachers also expressed a need for greater confidence in outdoor pedagogy, including methods, planning, and using natural environments as learning spaces. In addition, many noted a lack of accessible teaching materials such as ready-made tasks and curriculum-aligned resources for outdoor learning.

Nordic Geoparks Emphasise Outdoor Learning

Reykjanes UNESCO Global Geopark leads the two-year Nordplus project, launched in autumn 2025, which aims to connect the region’s natural environment, geology, history and sustainability with education and teaching. Through the project, the geopark will develop new teaching materials, strengthen field-based learning and outdoor education, offer workshops for teachers and support schools wishing to make more active use of the geopark.  

The geopark will also host a shared Nordic database compiling outdoor learning resources for geoparks, including simple activities, exemplary practice and safety guidelines. The goal is to enable teachers to take students outdoors more frequently, supported by better tools and stronger alignment with the national curriculum. The project will furthermore prepare and deliver a series of professional development courses for teachers, focusing on outdoor education, teaching methods and field-based learning across Nordic geoparks.

Teachers Call for Stronger Collaboration with International Colleagues

One of the clearest findings from the survey is that teachers in Reykjanes are highly interested in expanding international cooperation and strengthening their professional networks with teachers facing similar challenges in other countries.

They see opportunities for inspiration from colleagues abroad—particularly through the exchange of good practice, lesson ideas and teaching methods related to sustainability, climate education, nature and environmental awareness. Participation in the Nordplus project, along with other international development initiatives, will create new opportunities for collaboration, joint planning of professional development courses, and teacher exchanges between Nordic geoparks.

Schools Already Implementing Outdoor Learning in Meaningful Ways

The assessment reveals numerous examples of successful outdoor learning among schools in the Reykjanes Geopark. Many teachers already use the geopark as a living classroom, guiding students through field-based investigations and creative activities connected to the surrounding environment and cultural history. Some teachers use outdoor settings deliberately to strengthen scientific understanding and creativity, for example through story walks or creative writing linked to natural features. There are also many cases of shorter outings, where students complete focused tasks on school grounds or in the immediate neighbourhood.

The findings emphasise the importance of better supporting teachers in using the geopark’s unique environment for science communication and outdoor learning. Over the course of the project, Reykjanes UNESCO Global Geopark will work closely with schools, municipalities and Nordic partners to develop user-friendly teaching materials and strengthen teachers’ professional skills in outdoor education within geoparks.

Empowering Educators is part of Nordplus Horizontal and runs until 2027. The results of the needs assessment will be used to guide teacher training, resource development and collaborative projects among Nordic geoparks in the coming years.

Reflections on a transformative professional development journey—now featured in The Exeter Bulletin, Fall 2025

When eight science faculty members from Phillips Exeter Academy travelled to southwest Iceland for a six-day field experience last August, they stepped directly into the landscapes that have shaped Iceland’s identity, energy systems and scientific innovation. Their journey—guided by GeoCamp Iceland and designed in collaboration with the University of Iceland—has now been captured in a full feature in the Exeter Bulletin (Fall 2025). It’s a thoughtful and beautifully told reflection on what happens when educators immerse themselves in one of the world’s most dynamic geoscience environments.

For GeoCamp Iceland, welcoming the Exeter team was a natural fit. Their backgrounds in physics, chemistry and biology aligned seamlessly with our mission: to turn Iceland into an active learning space where teachers and students can explore Earth processes, sustainability and climate change first-hand.

A Week of Hands-On Learning in Active Landscapes

The article highlights how quickly Iceland reveals itself as a “living classroom.” Under the guidance of Öli (Ólafur Jón Arnbjörnsson), the group traced fresh lava flows, learned how seismic activity is monitored in real time, and followed retreating glacier margins shaped by warming trends over the last decades.

At one glacier site, they knelt to taste water streaming from newly exposed melt channels—rivulets forming almost in front of their eyes. These “glacier tears,” as one instructor described them, underscored the urgency and emotional resonance of studying climate change on location rather than in theory.

Energy Systems, Geothermal Innovation and Sustainability

The Exeter faculty also toured the Hellisheiði Geothermal Power Plant, where they explored Iceland’s renewable energy infrastructure and the now-world-famous CarbFix project, which mineralises carbon dioxide back into stone.

Their reflections echo a key message we share with all visiting groups: Iceland is not only a landscape shaped by natural forces but a laboratory for sustainable solutions. Seeing miles of geothermal pipelines snake across the valleys, witnessing CO₂ turned into basalt, and discussing the ethics of resource use gave teachers a fuller, more critical view of how societies navigate energy transitions.

People, Culture and Perspectives on Stewardship

The journey wasn’t purely scientific. The Exeter Bulletin piece describes meaningful conversations about Iceland’s social history and cultural ethos—especially the responsibility Icelanders feel toward protecting their natural heritage.

The group visited historical sites, discussed conservation pioneers like Sigríður Tómasdóttir of Gullfoss, and explored how geothermal abundance shapes both daily life and national debate. Teacher Susan Park summarised the experience powerfully: “To be in conversation with a living author who is immersed in the cultural significance of a global science-informed issue was fascinating.”

That author was Andri Snær Magnason, whose book On Time and Water many of the teachers had read before the trip. Their afternoon with him became a masterclass in storytelling, climate communication and hope.

A GeoCamp Tradition: Hospitality and Community

As with many GeoCamp trips, the week ended not in a lecture hall but at a family table—this time at Öli’s farmhouse, where stories, songs and camaraderie flowed as easily as the geothermal hot water beneath the region.

These moments matter. They remind visiting educators that science is lived, shared and embedded in community.

Why This Matters for Teachers—and for GeoCamp Iceland

Exeter’s article captures exactly why faculty development trips in Iceland are so impactful. Teachers return home with sharper tools, richer analogies and a stronger sense of connection between Earth systems and human choices. Their students benefit from that excitement—and from lesson plans grounded in direct field observation rather than distant abstraction.

For GeoCamp Iceland, this collaboration reaffirms the value of our approach: outdoor learning, close partnership with experts, access to cutting-edge science, and authentic encounters with Iceland’s landscapes and people.

We are grateful to Phillips Exeter Academy for sharing their experience so thoughtfully—and we look forward to welcoming future groups who want to step into the same extraordinary classroom.

​Read the Exeter Bullitin [PDF]

Reykjanes UNESCO Global Geopark has received a 2,7 million ISK grant from the Development Fund of Suðurnes for an ambitious new initiative: Great Eclipse Glasses. The project, run by Sigrún Svafa Ólafsdóttir on behalf of GeoCamp Iceland through our education service contract, marks a major step in preparing the region for the total solar eclipse on 12 August 2026.

The eclipse will be a rare and unforgettable experience for most of us — the kind of celestial event that sparks lifelong curiosity. Around the world, eclipses are used as powerful teaching moments to inspire interest in science, technology, engineering, arts and mathematics. Reykjanes is now taking this opportunity seriously and creatively.

Nine Large-Scale Artworks Across the Geopark

The project centres on installing nine large outdoor artworks shaped like oversized eclipse glasses in every urban area of the Geopark. These installations serve a dual purpose: they function as safe eclipse-viewing stations, and they become striking gathering points on the day of the event. Long after the eclipse has passed, they will remain as public artworks — adaptable spaces that schools, municipalities, cultural institutions and community groups can use in a variety of ways.

A Community-Driven, Creative and Educational Approach

Behind the playful design lies a strong educational aim. The project aligns with the Geopark’s mission to build scientific literacy, strengthen community participation, and offer accessible outdoor learning experiences for young people.

Work is already underway to secure funding for eclipse glasses and a dedicated educational booklet for every primary school student on the Reykjanes Peninsula. In addition, the Geopark is preparing spring visits to all local schools with Sævar Helgi Bragason, who will lead astronomy workshops for children and teachers.

All of this fits within GeoCamp Iceland’s ongoing commitment to STEAM education, science communication and creating meaningful connections between learners, nature and society.

A Partnership Built on Local Strengths

The Great Eclipse Glasses project is being developed in close collaboration with the Municipalities of Suðurnes, Visit Reykjanes, local companies and schools. This cooperation reflects the region’s growing identity as a dynamic hub for science, creativity and sustainability. The grant allows partners to prepare safely and thoughtfully for an event that will draw attention to Reykjanes from around the world.

As we move closer to August 2026, excitement will only grow. GeoCamp Iceland is proud to support this work, contributing our expertise in outdoor learning, youth engagement and science outreach. For the young people living on the Reykjanes Peninsula, the eclipse will be more than a spectacular moment in the sky — it will be a chance to explore big questions, connect with their environment and see themselves within a wider universe.

We look forward to sharing updates as the project develops and as the Great Eclipse Glasses begin to take shape across the landscape.

GeoCamp Iceland enters a new chapter with shared ownership. Arnbjörn Ólafsson (Managing Director) and Þuríður H. Aradóttir Braun are now 50% owners, alongside our founder Ólafur Jón Arnbjörnsson, who remains a 50% owner and active director.

This isn’t a change in values, but a reinforcement for the future. The founding vision is now paired even more tightly with day-to-day leadership and financial stewardship, giving us the stability and capacity to keep doing what we do best: turning Iceland into a living classroom. Our mission remains clear and constant: strengthen educational activities within Reykjanes UNESCO Global Geopark and continue to welcome international student and faculty groups to Iceland.

At home, our focus is simple, to make high-quality, place-based learning easier for schools to run and more impactful for students. Expect curriculum-aligned materials, practical fieldwork frameworks, and professional development that helps teachers use the Geopark’s unique landscapes as an outdoor classroom.

Internationally, we’ll keep delivering study programmes that combine academic depth with safe, expertly guided field experiences. Universities, colleges and schools can expect the same GeoCamp hallmarks. Clear learning outcomes, strong scientific content, and itineraries that connect geology, energy, climate and culture in meaningful ways.

Shared ownership gives GeoCamp Iceland the best of both worlds: continuity of purpose and the momentum to grow our educational impact, both locally in Reykjanes and across the international communities we serve. Same people, same values, stronger platform ... for a sustainable future.

​With two workshops completed this autumn and more in preparation, the ACAδIMIA project is beginning to transform the professional landscape for teachers across the Reykjanes Peninsula. Creative, inclusive pedagogy is no longer an abstract idea, it is becoming part of continous teacher training activities of teacher in the ten primary schools in the area..

A European Vision Anchored in Local Practice

ACAδIMIA brings together partners from eight European countries and collects 11 creative teaching methods—ranging from drama and dialogue to Creative STEAM, digital storytelling, gamification and Montessori-inspired practices—into one shared curriculum. The aim is straightforward: to strengthen teachers’ confidence and expand their pedagogical toolbox through hands-on, collaborative learning.

A Regional Effort with Wide Participation

The impact in Reykjanes is already significant. Close to 60 teachers from all primary schools within Reykjanes UNESCO Global Geopark have already taken part in Acadimia seminars, both in Iceland and during Erasmus+ training abroad, with more to join over the next few months. This level of engagement has created a regional professional learning community unlike anything seen here before.

Workshops hosted in Ásbrú and Njarðvík this autumn introduced teachers to Creative STEAM, Digital Storytelling, EAR (Dialogue and Drama) and Gamified Learning. Each session has sparked new ideas, encouraged experimentation and strengthened ties between schools.

Strengthening Collaboration, Creativity and Confidence

Teachers report that these methods bring immediate value:

• learning becomes more engaging and participatory,
• students of different abilities find more entry points into lessons,
• collaboration between teachers grows stronger, and
• creative approaches help meet the increasing demands of modern classrooms.

The involvement of the University of Iceland School of Education adds academic depth, ensuring the project is grounded in both research and practice.

A Long-Term Investment in Education

Over the coming months, all 11 ACAδIMIA methods will be introduced through regular workshops across Reykjanes. The long-term goal is clear: to build a sustainable professional platform where teachers can continue learning, sharing and innovating long after the project ends.

Reykjanes is becoming a vibrant hub for creative pedagogy in Iceland, supported by active municipalities, committed schools, and GeoCamp Iceland’s expertise in outdoor learning and STEAM education.

For students in the region, the ripple effects will be felt in richer, more engaging classrooms. For teachers, this is the start of a new chapter of collaboration, creativity and confidence.

The partners of On the Move gathered in Bergamo, Italy on 26 – 27 November for the project’s second transnational meeting, hosted by AFP Patronato San Vincenzo. The meeting marked a significant step forward in shaping the four frameworks that will guide how blended apprenticeship mobility is designed, delivered, and supported across Europe.

During the meeting, the project consortium - consisting of Action Synergy (Greece), Cámara de Comercio de Sevilla (Spain), AFP Patronato San Vincenzo (Italy), Consufé (Denmark) OTI Group (Cyprus) and the Bulgarian Chamber of Commerce and Industry, as well as GeoCamp Iceland - focused mainly on refining the substance of the frameworks and ensuring they respond directly to the needs highlighted in the project application and in CEDEFOP’s analysis of emerging challenges in VET mobility. At the centre of the discussions were the four interconnected frameworks:

• The Blended Apprenticeship Framework
  Partners strengthened the structure that defines how online preparation, digital monitoring, and workplace-based learning fit together. The emphasis was on creating a model flexible enough to work across different sectors and national systems, while still offering clarity for companies and apprentices.
  
  
• The Qualifications Framework
  Work continued on identifying the essential competences apprentices should develop during blended mobility and how workplace tasks can be translated into transparent learning outcomes. This framework is designed to give companies and VET providers a shared language for expectations and assessment.
  
  
• The Integration of Apprentices Framework
  The group clarified the elements that ensure apprentices feel supported and connected throughout their mobility. This includes onboarding routines, communication pathways, expectations for mentors, and the specific support structures needed when learning takes place partly online.
  
  
• The Capacity Building Framework
  Led by GeoCamp Iceland, this framework sets out what organisations need in order to host and manage blended apprenticeships effectively, including digital readiness, accessibility, and the ability to adapt training processes to new sectors and mixed learning formats. It provides a roadmap for strengthening organisational capability, not just individual skills.

Across all four frameworks, partners focused on alignment, ensuring that each framework complements the others and collectively provides a complete, future-oriented model for blended apprenticeship mobility. The meeting also clarified what elements will be tested in the upcoming national Validation Focus Groups - taking place in January 2026 - which will assess whether the frameworks hold up across different VET ecosystems.

The work in Bergamo has moved the project into a more mature phase. The frameworks are now more coherent, more actionable, and better grounded in the real needs of VET providers, companies, apprentices, and intermediary organisations. These developments will shape the training activities, mobility pilots, and policy insights that follow. We look forward to sharing our insights early next year.

Building the Future of Blended Apprenticeship Mobility
On the Move is an Erasmus+ project dedicated to improving the quality, transparency, and accessibility of blended apprenticeship mobility across Europe. Responding to the challenges identified by CEDEFOP, the project supports VET providers, companies, intermediary organisations, apprentices, and policymakers in navigating the shift toward combined online and in-person training.

​Through the development of practical frameworks, targeted training, and new Mobility Coordination Offices, On the Move aims to strengthen digital readiness, ensure consistent learning outcomes, and create smoother, better-supported mobility experiences. The project ultimately seeks to make blended mobility a sustainable and scalable part of VET systems by equipping more than 400 stakeholders, piloting blended apprenticeships, and contributing to policy development at local, national, and European levels.

For additional information please visit the On the Move website.

The "On the Move" project is co-funded by the European Union. The views expressed are those of the authors and do not necessarily reflect those of the European Union or EACEA.

From 17–19 November 2025, partners from six countries gathered in Sur du Norte, France, for the first Transnational Project Meeting of RESPONSIBLE, an Erasmus+ KA220 initiative dedicated to building a more sustainable and climate-aware future through education, creativity, and cross-border collaboration.

The meeting marked the official launch of the project titled “Create a Sustainable World by the Motto of Zero Waste and Educate the Future Citizens of Europe to Be Responsible”. The project is coordinated by Lycée général et technologique Saint Martin in Nort-sur-Erdre (France) and includes partners Tulpar Eğitim Gençlik Sanat Derneği (Türkiye), Scoala Gimnaziala Ion Rosca (Romania), Rakkestad ungdomsskole (Norway), Osnovna skola Braca Radic (Croatia), and GeoCamp Iceland.

The first meeting focused on establishing a shared vision for the project’s core objectives: strengthening zero-waste education in schools, reducing environmental pollution through creative reuse of materials, and developing a sustainability-focused curriculum for young learners. Partners also confirmed task-sharing, the work plan for all five work packages, and the timeline for upcoming activities, including curriculum development, waste-to-art workshops, the production of organic root dyes from bio-waste, and a final international conference.

What is the impact for Reykjanes UNESCO Global Geopark?

For GeoCamp Iceland, this project speaks directly to the challenges and opportunities in Reykjanes. The region is balancing rapid environmental change with a growing need for responsible, STEAM-driven education that prepares young people for a sustainable future. Through RESPONSIBLE, GeoCamp Iceland contributes with our experience in environmental education, teacher training, and community-level communication. Our role includes preparing academic input on sustainability in education, contributing to research and evaluation, and leading communication with local communities, schools, and media, ensuring the project’s results reach wide audiences.

The potential impact in Reykjanes is considerable. The project brings new tools for schools to integrate sustainability into everyday learning, encourages creativity through the transformation of waste into useful and artistic products, and strengthens awareness of zero-waste principles among upper-level primary school students It also supports broader regional objectives by promoting responsible resource use, creative problem-solving, and climate awareness, all values that align strongly with ongoing initiatives in Reykjanes UNESCO Global Geopark.

By the end of the meeting in France, partners had established a strong collaborative foundation and a clear roadmap. The RESPONSIBLE project now moves forward with momentum, aiming to inspire practical, creative, and long-lasting change across schools in Europe, and to bring those benefits home to the communities of Reykjanes.

​Taking part in European projects is more than just attending a course. To me, it’s an investment in the future of education. Projects like ACADIMIA – the European Teachers’ Academy for Creative and Inclusive Teaching Methods – open doors to new ideas, new connections, and new ways to meet the diverse needs of students.  

In collaboration with teachers from eight European countries, we gain opportunities to learn from one another’s experience, to test methods that work in different cultural settings, and to adapt them to our own classrooms. It’s not just theoretical – it’s practical, realistic, and based on approaches that can be gradually introduced into everyday teaching.

Why does this matter? Because education is becoming increasingly complex. Student groups are more diverse, expectations are higher, and we as educators need to keep evolving. By broadening our horizons, engaging in international cooperation, and giving ourselves the chance to grow, we strengthen not only our teaching but also our professional confidence and creativity.

I’ve already shared my experience of GeoCamp Iceland and the value of European projects with my colleagues at Grundaskóli, about 50 teachers in total, to encourage others to see how beneficial this can be for professional growth and school development. These projects allow us to be part of a wider community of teachers who learn from one another and work towards more creative and inclusive schools.

The goal is clear: to build a professional community of teachers who share knowledge, learn together, and develop methods that can be applied directly in the classroom. European projects like ACADIMIA are the key to this. They offer training courses, online learning, and a platform for collaboration that reaches far beyond national borders.

The opportunity is here. Whether you want to strengthen your teaching methods, meet the needs of students from diverse backgrounds, or simply find renewed inspiration in your work – this is the way forward. Through collective effort, we can make education more creative, inclusive, and engaging – for our students, and for ourselves.

Gunnhildur Björnsdóttir
Teacher at Grundaskóli Primary School in Akranes, Iceland

The 5th meeting and teacher training event of the European project ACADIMIA took place in Iceland 4 - 6 November 2025, jointly hosted by GeoCamp Iceland and the University of Iceland – School of Education.

The event brought together educators, researchers and project partners from across Europe to advance one of Erasmus+’s most ambitious initiatives in teacher education, creating a European Teacher Academy for Creative and Inclusive Learning.

A European Collaboration for Innovation in Education

ACADIMIA unites universities, training centres and schools from eight European countries. Its goal is to integrate creative and inclusive pedagogies into mainstream teacher education and professional development. The project builds on ten successful EU-funded initiatives and connects them through a shared curriculum and a networked Community of Practice for teachers.

At its core, ACADIMIA promotes ten creative teaching approaches — from digital storytelling, drama in education and gamification, to STEAM-based learning and strength-based inclusion — all designed to make learning more engaging, equitable and sustainable.

Iceland’s Role and Local Impact

For Iceland, hosting this fifth meeting is both a milestone and a reflection of growing momentum. Over fifity local teachers from the Reykjanes region have already taken part in ACADIMIA’s international training activities, applying new creative learning methods in their classrooms.

According to Sigrun Svafa Olafsdottir, Project Manager of Education at GeoCamp Iceland and Reykjanes UNESCO Global Geopark, the project is gaining a real momentum in Reykjanes “Teachers are interested in using more inclusive, hands-on and creative approaches — whether through digital storytelling, creative STEAM projects or collaborative drama activities. It’s exciting to see how these European ideas take root locally.”

The collaboration between GeoCamp Iceland and the University of Iceland strengthens the country’s capacity for field-based, sustainability-focused teacher education — a natural fit for Iceland’s landscape and GeoCamp’s expertise in outdoor learning.

A Three-Day Programme of Ideas and Practice

The meeting opened on November 4th at the University of Iceland – School of Education. Partner sessions will focus on progress in teacher training, professional communities, evaluation and long-term sustainability. In the afternoons, Icelandic and international teachers participating in parallel training workshops on creative methodologies such as MONTECH, EAR, SEDIN, and Talentmaker.

On the final day, participants step outside the classroom for a field-based learning experience led by GeoCamp Iceland, exploring the Reykjanes Peninsula, visiting sites like the Bridge Between Continents, Gunnuhver hot springs and the new lava fields near Grindavík — powerful examples of how Iceland’s dynamic landscape can serve as a living classroom.

The training event concludes with sessions on Digital Storytelling and Drama in Education, linking creative expression with environmental and place-based education.

Building a Lasting Legacy

The Iceland meeting marks an important step toward ACADIMIA’s long-term vision, a self-sustaining European network of teacher training providers who champion inclusive, creative and cross-disciplinary education.

For GeoCamp Iceland and its regional partners, we look towards a lasting impact with better-trained teachers, stronger ties between schools and universities, and a richer integration of creative and inclusive learning, as well as outdoor andfield-based learning into mainstream education.

As Europe and the world face rapid social and environmental change, projects like ACADIMIA remind us that education can be both creative and grounded in reality — rooted in place, collaboration and shared learning.