 ACADIMIA project partners with Þorgerður Katrín Gunnarsdóttir, Icelandic Minister of Foreign Affairs & Vyte Ezerskiene, Project Officer from the European Education and Culture Executive Agency, at University of Iceland, 5 November 2025 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.  The Green STEAM – Environmental Literacy and Climate Change in Vulnerable Areas project officially began in autumn 2025 with its kick-off meeting in Iceland, bringing together partners from seven European countries. Coordinated by GeoCamp Iceland, the project aims to strengthen environmental and scientific literacy through outdoor, hands-on learning and innovative STEAM education. Although the opening meeting was adapted to Icelandic weather conditions, partners were able to connect both online and in person for discussions, planning sessions, and field visits across the Reykjanes Peninsula and South Iceland. The meeting established the foundations for a two-year collaboration focusing on education, sustainability, and climate awareness through practical, field-based learning. A European Partnership for Green Education Green STEAM brings together schools, universities, and educational organisations from Iceland, the Czech Republic, Ireland, Greece, Croatia, Italy, and Poland. The project is funded through the Erasmus+ Cooperation Partnerships in School Education programme and runs from September 2025 to February 2028, with a total budget of €250,000. As project coordinator, GeoCamp Iceland leads the partnership and oversees the development of teaching materials, training activities, and digital tools that will help educators across Europe bring learning outdoors. Partners will work together to create field guides, lesson plans, and data-driven learning activities that use environmental sensors and local case studies to monitor and understand change in natural and human environments. At the heart of the project is a simple idea: to help students and teachers learn directly from the environment around them – by observing, measuring, and analysing real-world phenomena through science, technology, engineering, arts, and mathematics. Why Green STEAM Matters Across Europe, schools are increasingly seeking practical ways to address climate change education and sustainability within their curricula. Green STEAM responds to this need by linking outdoor learning with data literacy and environmental responsibility, helping students not only to understand the science of climate change but also to develop the skills to respond to it. By combining classroom learning with field experiences, the project enables young people to connect theory with observation and to see their local surroundings as part of a larger European and global system. The approach supports the European Green Deal and EU goals for climate-neutral and resilient education systems. Reykjanes as a Living Classroom For GeoCamp Iceland and the Reykjanes UNESCO Global Geopark, Green STEAM represents an important opportunity to expand educational collaboration and research in a region shaped by dynamic geological and environmental processes. The Reykjanes Peninsula, where volcanic and geothermal forces meet the Atlantic Ocean, offers a unique setting for studying earth systems, sustainability, and energy transition. Through Green STEAM, Reykjanes becomes not only a natural laboratory for Icelandic students but also a European classroom for teachers and learners from across the continent. The project will develop new educational materials, workshops, and digital resources that connect local knowledge with global scientific understanding, supporting the area’s ongoing efforts to link education, tourism, and community engagement. Looking Ahead In the coming months, the consortium will complete the project’s setup and communication framework, develop the first draft of educational field guides, and launch its website (www.projectgreensteam.eu). The first international training activity (LTTA) will take place in Sitia, Crete in spring 2026, followed by a second in Liberec, Czechia later that year. The partnership’s work will continue to promote practical environmental education through collaboration, creativity, and shared learning—ensuring that the next generation of students is equipped to understand and care for the changing world around them.
 This week we were honoured to speak at the Global Summit on Climate Education, hosted by the Institute for Global Learning at Appleby College, Toronto. Our session “From Lava Fields to Learning Labs: Outdoor Climate Education Case Studies from Iceland” was delivered by Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland, and Sigrún Svafa Ólafsdóttir, Project Manager for Education at Reykjanes UNESCO Global Geopark. We shared how Iceland’s active volcanic landscapes are shaping hands-on climate learning for students and teachers alike. At the heart of our approach is a simple belief: to change the world we live in, we must first understand the Earth we live on. That ethos runs through all of our work with schools and universities, where field-based learning turns complex climate systems into lived experience.  Why Iceland—and why Reykjanes? Reykjanes is a living laboratory. Sitting astride the Mid-Atlantic Ridge, it has experienced a remarkable run of eruptions in recent years, turning theory into real-time case study for visiting students and local schools. This dynamic setting helps learners connect climate, geology, risk and resilience to everyday life and infrastructure—from geothermal energy to coastal communities.  Ripples: climate learning that starts on the doorstep Our workshop introduced Ripples, a practical framework we co-develop with local UNESCO schools to make outdoor climate education immediate, walkable and repeatable. Teachers begin with three “ripples” of place: the school grounds; the next-door neighbourhood; and nearby features within roughly 500 yards. In each ripple, learners ask measurable questions, monitor simple indicators, and build inquiry from what they can observe in minutes. We invited participants to sketch their own “ripples”, choose one local indicator to track monthly, and name a community stakeholder to involve—turning ideas into next-week practice. Teacher-led innovation, shared tools We highlighted how regional and international partnerships give teachers the confidence and tools to lead fieldwork. Through Erasmus+ and Nordplus (including the Empowering Educators initiative) educators co-create lesson ideas, test them outdoors, and share resources across geoparks. Our emerging Green STEAM work adds open-source sensor kits and a growing library of field tasks, so a class in Toronto can compare water-quality readings with a class in Reykjanes—or adapt a glacial melt study to their own urban watershed.  Climate stories that connect science, memory and responsibility Iceland’s glaciers offer a powerful context for climate literacy. The country has already lost a significant share of glacial volume since the 19th century, and the disappearance of Okjökull—commemorated with a plaque—underscores how data, place and human stories meet. We discussed how these narratives, alongside Indigenous seven-generations perspectives, help students frame climate not only as science, but as legacy and civic responsibility. What participants took away Colleagues left with adaptable, low-cost activities that work in any setting—urban or rural—and a method for building a culture of outdoor learning one short, repeatable walk at a time. Most importantly, they saw how partnering with local stakeholders and connecting data across schools can amplify student voice and agency in the face of change. We’re grateful to the Institute for Global Learning and Appleby College for convening an inspiring global community of educators. If you’d like to explore collaboration, bring a student or faculty group to Iceland, or adapt our Ripples approach for your campus, we’d love to hear from you. GeoCamp Iceland is, after all, a gateway to nature’s ultimate classroom. Find out more at geocamp.is or contact us to start planning your field-based climate learning with Reykjanes UNESCO Global Geopark.  This October, GeoCamp Iceland welcomed back students and teachers from Chaparral High School, Colorado, for their second educational journey to Iceland. After their first summer visit in June 2024, the group returned to experience the country in a new season — with autumn colours, crisp air, and the chance to see the northern lights dancing over volcanic landscapes. The 2025 program took the group on a field-based learning journey across Iceland, combining Earth science, sustainability, and culture. A Journey Through Fire and Ice The trip began on the Reykjanes Peninsula, exploring the dramatic volcanic landscape within the Reykjanes UNESCO Global Geopark. Students visited eruption sites near Grindavík, where they learned about the recent volcanic activity that has reshaped the area, and how Iceland’s scientists monitor and respond to these natural events. From there, the group continued through Hellisheiði to study geothermal energy production, before standing between continents at Þingvellir National Park and relaxing in the natural warmth of the Secret Lagoon. Glaciers, Waterfalls, and the Power of Nature Day three brought the group to the south coast, where students hiked on Sólheimajökull glacier, explored Reynisfjara’s black sand beach, and visited some of Iceland’s most iconic waterfalls. Each stop connected classroom theory with real-world examples of geology, erosion, and energy transfer. The journey then continued north to Mývatn, a region defined by geothermal activity and volcanic formations. After a long day’s drive, students enjoyed a well-deserved soak in the Jarðböðin geothermal pools. The following days were spent exploring Dettifoss, Ásbyrgi, and Dimmuborgir, where unique geological formations sparked curiosity and conversation — all beneath the shimmering glow of the aurora borealis. Science in Action The program also included visits to Goðafoss waterfall, a whale watching tour from Húsavík, and an introduction to Iceland’s renewable energy systems. On the way back south, the group stopped at Hraunfossar before returning to Reykjavík for their final night, ending the week back in Reykjanes with reflections on what they had learned and experienced. Throughout the program, the Chaparral group explored how Iceland’s landscapes tell the story of a dynamic Earth — from tectonic rifts and glaciers to geothermal energy and sustainable living. The GeoCamp Iceland team guided the group through every stage of this immersive experience, connecting outdoor learning with science, sustainability, and culture. From the edge of erupting volcanoes to the quiet glow of the northern lights, the journey captured what GeoCamp Iceland is all about: turning the land itself into a classroom.  In October, representatives from GeoCamp Iceland took part in the YouthTrails Academy for Ecotourism in Athens and Hopeland, Greece — a three-day transnational workshop bringing together partners from across Europe to explore new ways of engaging young people in sustainable tourism and environmental education. The Academy formed part of the Erasmus+ YouthTrails project, which aims to strengthen youth participation in sustainable tourism through education, creativity, and cross-sectoral cooperation. The project, coordinated by Reykjanes UNESCO Global Geopark, runs from 2024 to 2027 and involves partners from Iceland, Greece, Portugal, Slovenia, and Italy. GeoCamp Iceland, as the service provider of educational development and outreach for the geopark, plays an active role in the project’s implementation — developing educational modules, field activities, and learning tools that connect geoscience, culture, and sustainability. Hands-on Learning The YouthTrails Academy in Greece brought together all partner organisations for a combination of workshops, presentations, and field visits. Representing Reykjanes UNESCO Global Geopark, Sigrún Svafa Ólafsdóttir, Project Manager for Educational Outreach at GeoCamp Iceland, and Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland and board member of the Geopark, contributed actively throughout the event. On the opening day, Reykjanes Geopark led the module Ecotourism Fundamentals and Sustainability Principles, developed by GeoCamp Iceland. The session introduced interactive learning activities such as Biodiversity Bingo and the Carbon Footprint Travel Challenge, both designed to help youth workers teach sustainability through experience and reflection. “We wanted to show how simple, creative methods can inspire young people to understand their connection to the environment,” said Sigrún. The day also featured modules by partners Adamastor and SMARTUP, focusing on innovative ecotourism models and digital communication tools, rounding out a rich exchange of methods and ideas for non-formal education in sustainability. Field-Based Inspiration in Hopeland The second day of the Academy was spent in Hopeland, an educational eco-community near Argos, where participants learned about regenerative living, permaculture, and rural development. The group explored how local initiatives combine ecological awareness with social innovation and community empowerment — principles closely aligned with GeoCamp Iceland’s own approach to outdoor learning in the Reykjanes Peninsula. The groups also visited The Little Owl, a local eco-entrepreneurship initiative linking agriculture, education, and tourism. The experience reinforced the project’s emphasis on connecting people to place through authentic experiences. Mapping the Future of Ecotourism Education The final day focused on refining training materials and planning the next phase of YouthTrails. Partners MaMa (Slovenia) and Polygonal (Italy) presented modules on educational programme development and funding strategies, while Hopeland and SMARTUP led a creative workshop on Youth Ecotourism Maps. These maps, to be co-created by young people in each partner region, will combine digital storytelling, visual design, and environmental data to highlight sustainable destinations and youth-led ecotourism initiatives. The partners also piloted the Green Advisor Tool to evaluate the environmental impact of their own meeting, demonstrating the project’s commitment to modelling the practices it teaches. Looking ahead, GeoCamp Iceland and Reykjanes UNESCO Global Geopark will continue developing educational materials, lesson plans, and digital content that promote ecotourism as a bridge between youth learning, community development, and sustainability. About the Project YouthTrails (2024–2027) is an Erasmus+ cooperation partnership focused on youth engagement, ecotourism, and sustainability. The project is led by Reykjanes UNESCO Global Geopark with the focus on developing a Youth Ecotourism Label (YEL!), a training toolbox for youth workers, and interactive ecotourism maps co-created by young people across Europe.  Our team has just returned from a wonderful trip to Latvia, where the first meeting of the Nordplus Junior project “Ripples of Knowledge: STREAM-Based Outdoor Education for a Greener Tomorrow” (NPJR-2025/10213) took place. Hosted by Palsmane Elementary School, about two hours from Riga, we were warmly welcomed by students, teachers, and the local community. The project brings together schools and organisations from Latvia, Estonia, Lithuania, and Iceland to co-create a base of STREAM lesson plans (Science, Technology, Reading, Engineering, Arts, Mathematics) that can be carried out outdoors within 500 metres of a school. These activities are designed to be simple, practical, and engaging — encouraging students to connect with nature, think creatively, and learn actively outside the classroom. All materials will be made available in an open-access database, supported by QR codes and digital tools . For us at GeoCamp Iceland, the project builds directly on the experience we are colleting in the "Gárur á Reykjanesinu" project where we are mapping outdoor teaching ideas around every school in the Reykjanes Peninsula. This new Nordic-Baltic collaboration allows us to expand that work, test it in different countries, and bring home fresh inspiration for teachers and students in Reykjanes. During the kick-off, participants shared ideas, tested activities, and explored STREAM-based outdoor learning together. Representing Reykjanes, three fantastic local teachers joined us: Brynja from Stapaskóli, Íris Vals from Sandgerðisskóli, and Íris Anna from Gerðaskóli. Their input and enthusiasm are key to making this project truly meaningful for our schools and communities. The impact for Reykjanes will be significant. Teachers will gain new resources and training opportunities, schools will have access to innovative lesson plans, and our community will strengthen its reputation as a hub for outdoor education and sustainability learning. For GeoCamp, this project is another step in our mission to connect Icelandic nature and culture with international collaboration — using education as a tool for building a greener tomorrow. We look forward to sharing more updates as the Ripples project unfolds, with upcoming mobilities in Estonia, Iceland, and Lithuania.  Olafur Jon Arnbjornsson, founder of GeoCamp Iceland, received the grant from the Icelandic National Agency. Here pictured (far right) with other recipients within Erasmus+ School Education (SCH) projects.
GeoCamp Iceland is happy to announce the launch of the Green STEAM: Environmental Literacy & Climate Change in Vulnerable Areas project under the Erasmus+ programme. The project officially started on 1 September 2025 and was formally introduced at the RANNÍS award ceremony last week, where Ólafur Jón Arnbjörnsson, founder of GeoCamp Iceland, accepted the recognition on behalf of the consortium. The Green STEAM project has been in development for several years, shaped through close collaboration with European partners who share our commitment to sustainability and education. Now, with the support of Erasmus+, this vision will begin to materialise. Together, we will create opportunities for teachers, students, and local communities to explore and respond to climate change through innovative outdoor STEAM education. At its heart, the project focuses on vulnerable landscapes—places where the effects of climate change are already visible and tangible. These include geoparks, coastal regions, forests, and post-industrial areas. By engaging primary school students and teachers in field-based learning, Green STEAM will help build environmental, scientific, and data literacy. Students will not only learn about climate change in theory but also measure, observe, and analyse its impacts in real-world settings. Activities will include the use of environmental sensors, AI-supported data analysis, and digital storytelling. This hands-on approach will make climate science both accessible and actionable, empowering young learners to connect global challenges with local realities. Green STEAM brings together a diverse consortium of partners across six European countries:
This partnership brings together schools, universities, NGOs, and geoparks in a unique cross-sector collaboration, all committed to advancing outdoor STEAM education and inspiring young people to become active contributors to climate action. Over the next 30 months, the consortium will develop field guides for teachers, hands-on student projects, and an open digital platform for sharing environmental data across Europe. Activities will take place in some of the continent’s most fragile landscapes, including Iceland’s volcanic terrain, coastal areas in Ireland, rewilding sites in Central Europe, and Mediterranean ecosystems in Greece and Italy. By connecting educators, students, and local communities across borders, Green STEAM aims not only to strengthen education but also to foster a sense of environmental stewardship and collective responsibility. Learn more about the announcement from Erasmus+ Iceland.  This September marks the beginning of the Nordplus Junior project Digitalisation vs. Nature (Project No. NPJR-2025/10164), as educators from across Latvia, Lithuania, Finland, Estonia, and Iceland gather in Reykjanes for the kick-off meeting. The project is motivated by a common concern: children and young people are spending more and more time in digital environments, often at the expense of their health, social skills, and connection to nature. Our shared goal is to create learning practices that balance the benefits of digital tools with outdoor, hands-on, and collaborative experiences that nurture well-being, creativity, and sustainability. Meeting Content and Pedagogical Focus The Iceland meeting was designed not just as an introduction but as a lived example of what the project stands for. Discussions focused on how STEAM subjects can be taught in ways that move beyond the screen and into the environment around us. Teachers and coordinators reflected on current challenges in education, such as over-digitalisation and disengagement, and explored practical strategies for teaching science, mathematics, and technology through nature-based approaches. The site visits were chosen to highlight how pedagogy can be grounded in place. In Reykjavík, participants experimented with creative approaches that combine coding and art, showing how digital concepts can be transformed into tangible, outdoor learning activities. Visits to the Suðurnes Science Center, local schools, and the Reykjanes UNESCO Global Geopark demonstrated how scientific knowledge, environmental awareness, and cultural heritage can all be connected in active learning. By linking mathematics to Iceland’s unique landscapes, or biology to its coastal ecosystems, the group experienced first-hand how natural environments provide powerful, memorable contexts for teaching abstract concepts. Building Resources Together The outcome of the project goes beyond these shared experiences, developing a joint handbook of teaching methods and activities for STEAM subjects in outdoor settings. This resource will help teachers reduce the negative effects of excessive screen use while promoting creativity, problem-solving, and collaboration. It will also serve as a model for how to adapt nature-based approaches to different age groups and learning needs, including students with special educational requirements. The Iceland meeting has set the tone for the entire project. That learning happens best when it bridges technology, creativity, and the natural world. The next steps will take the partnership to Finland, Lithuania, Estonia, and Latvia, where each country will build on this foundation and explore how STEAM can be taught outdoors in different seasons and environments. Together, these experiences will provide students and teachers with tools to live, learn, and thrive in balance with both digitalisation and nature.  We’re proud to see Keilir mountain, one of the iconic landmarks of Reykjanes UNESCO Global Geopark, featured on the cover of UNESCO’s new flagship publication: “UNESCO Global Geoparks: Celebrating Earth Heritage, Sustaining Local Communities.”
This stunning photo is more than just a beautiful image—it represents Iceland’s unique geological heritage and the vital role our landscapes play in education, community development, and sustainable tourism. Published in September 2025, this official UNESCO book highlights the global impact of Geoparks across 50 countries. It showcases how these designated territories connect Earth science with local culture, education, and innovation—values that are at the heart of GeoCamp Iceland’s mission. The book offers a powerful visual and narrative journey through the diversity of UNESCO Global Geoparks, making it a fantastic resource for educators, researchers, and policy makers interested in sustainability, geotourism, and place-based learning.
For us at GeoCamp Iceland, it’s a reminder of how Iceland’s dramatic landscapes inspire international collaboration and learning. And we couldn’t be more thrilled to see Keilir leading the way.  From 8–12 September 2025, representatives from GeoCamp Iceland and Reykjanes UNESCO Global Geopark travelled to Temuco in southern Chile to participate in the 11th International Global Geoparks Conference (GGN 2025). Hosted by Kütralkura UNESCO Global Geopark, the event gathered hundreds of delegates from geoparks around the world under the theme “From Ancestral Knowledge towards Future Geoparks: Technologies and Digital Innovation for Sustainable Development.” The Araucanía region, with its volcanic landscapes, ancient araucaria forests, and rich Mapuche-Pewenche cultural heritage, provided an inspiring backdrop for a conference dedicated to connecting science, culture, and community in the geopark framework. The Icelandic delegation included Arnbjorn Olafsson and Olafur Jon Arnbjornsson from GeoCamp Iceland, Þuríður Aradóttir Braun and Daníel Einarsson from Reykjanes UNESCO Global Geopark, and Sigurður Sigursveinsson from Katla Geopark. Together, they highlighted how Icelandic geoparks are developing innovative approaches to outdoor learning, regenerative tourism, and cultural heritage while strengthening ties to the international geopark network. Presentations and Posters Iceland contributed three oral presentations and five posters, covering a wide spectrum of topics. These showcased the innovative work happening in Reykjanes and beyond:
Each of these contributions underscored the role of Reykjanes as both a laboratory for Earth sciences and a hub for cultural storytelling, sustainability, and education. Looking Ahead Beyond the formal program, the Icelandic participants engaged actively with other geopark representatives, exchanged experiences on education and tourism development, and explored possibilities for future partnerships. The presence of Icelandic voices at GGN 2025 underscored the growing role of geoparks in addressing global challenges through local action. By sharing approaches that blend geoscience, cultural storytelling, regenerative tourism, and education, Reykjanes and Katla contributed to a global dialogue about how geoparks can serve as living laboratories for resilience and innovation. From the volcanic landscapes of Chile to the lava fields of Iceland, the conference demonstrated the strength of international cooperation in shaping the future of geoparks — and the future of education, sustainability, and community engagement they inspire. |
Archives
November 2025
Categories
All
|
RSS Feed
|
GeoCamp Iceland is an educational project and travel agency dedicated to increasing knowledge and understanding in natural sciences with practical and active learning. We develop educational content, student and teacher guides and curricula, organize and receive international study groups focusing primarily on natural sciences, environmental challenges, climate change and STEM education.
|
