 This June, GeoCamp Iceland had the pleasure of once again welcoming students and faculty from the University of Wisconsin–Madison for an immersive two-week field study program focused on ecology, climate change, and Iceland’s dynamic natural systems. Led by Dr. Sharon Thoma, the group explored the connections between biodiversity, geology, and culture across southwestern Iceland—from the volcanic energy of Reykjanes and the glaciers of the south coast to the fragile tundra ecosystems of Þórsmörk. Their visit marked a continued collaboration between UW–Madison and GeoCamp, now several years strong, and already looking ahead to future cohorts. Field Studies and Education in Iceland As in previous years, Þórsmörk served as the cornerstone of the group’s scientific fieldwork. Tucked between glaciers and shaped by centuries of volcanic activity, this remote valley offers a unique natural laboratory for biodiversity research. Students hiked, collected data, and reflected on the resilience of life in harsh environments, building on earlier research and contributing to a growing body of knowledge about Icelandic tundra ecosystems. Beyond the field studies, the itinerary also brought students face-to-face with sustainability in action—whether learning about geothermal bread baking in Laugarvatn, speaking with glacier guides about disappearing ice, or meeting local experts working in genetics, fisheries, and the circular economy. There was time, too, for cultural connections: a conversation with author Andri Snær Magnason, puffin sightings on Heimaey, a taste of Icelandic music, and quiet moments for personal reflection in wild, unforgettable landscapes. The GeoCamp team was proud to support the logistical and educational framework for the trip—arranging everything from excursions and guest speakers to meals and accommodation. As always, our goal is to ensure students not only see Iceland, but truly engage with it. We look forward to continuing this partnership with UW–Madison in 2026 and beyond. Until then, thank you to this year’s group for their curiosity, energy, and commitment to learning in the field.  GeoCamp Iceland, coordinates the Erasmus+ supported Green Advisor project a collaborative initiative focused on developing practical tools for greener, more responsible project coordination across Europe. So what have we been building? Over the past couple of years, our consortium consisting of partners from Iceland, Spain, Finland, Italy and Türkiye, has worked together to design digital tools that support sustainability in everyday project management. The tools are now live and freely accessible to anyone working in EU-funded initiatives or beyond. Two key tools are now available online:
Explore both tools here: greenadvisor.gazi.edu.tr Why does it matter? For anyone coordinating Erasmus+ projects—or indeed any EU-funded activity—these tools offer a hands-on approach to integrating sustainability goals into planning, implementation, and evaluation. They are designed to meet the real-life needs of project teams, helping to align our everyday decisions with the broader ambitions of the European Green Deal and Erasmus+ environmental priorities. At GeoCamp Iceland, we’ve already begun using these tools internally and will continue to share insights from our experience as part of our wider commitment to climate-conscious education and project design. Have you tested them yet? We’d love to hear how they work for you—your feedback will help us shape the next phase of Green Advisor.  At GeoCamp Iceland, we often describe nature as the ultimate classroom—but even the most powerful landscapes sometimes need interpretation. Melting glaciers may speak volumes, but it takes a certain kind of voice to help us truly hear them. Andri Snær Magnason is one of those rare voices. As a writer, filmmaker, environmental advocate, and former presidential candidate, Andri has become a vital figure in Iceland’s—and the world’s—climate conversation. His book On Time and Water (Um tímann og vatnið) defies the conventions of environmental writing. It is lyrical and deeply human, blending mythology, science, memory, and philosophy into a narrative that makes the climate crisis intimate and immediate. Many of the student and faculty groups we welcome begin their journey by reading his work. Meeting Andri in person becomes a natural and necessary extension of that experience. We include these visits not only because of what he knows, but because of what he shows. How to give language to loss, how to frame urgency with empathy, and how to speak about the seemingly unspeakable. In a world of retreating ice and rising uncertainty, Andri helps the glaciers find a voice.  Storytelling as a Climate Tool Andri argues that the language we have inherited is inadequate for the scale of change we face. “We are using 20th-century words,” he says, “to describe a 21st-century catastrophe.” In On Time and Water, he works to expand that language—by introducing his grandmother, one of Iceland’s first female doctors; by visiting the sacred Ganges River in India; and by standing at the edge of disappearing glaciers in the Icelandic highlands. When students meet Andri, they don’t just hear a lecture. They encounter someone who has wrestled with these questions in both public and private life—who has taken on the challenge of creating metaphors powerful enough to move people from awareness to action. His presence invites students to consider their own role as storytellers, no matter their discipline.  The Glacier as Ancestor Iceland’s glaciers are disappearing fast. Andri has written about the loss of Okjökull, the first Icelandic glacier officially declared dead. He composed the eulogy for its memorial plaque—addressed not to humans, but to the future: “This monument is to acknowledge that we know what is happening and what needs to be done. Only you will know if we did it.” For our participants, standing in front of receding ice fields and then sitting with Andri later in the programme creates a powerful arc. It connects place with purpose, science with spirit. Students begin to understand the glacier not just as a geological feature, but as a relative—an elder being lost to time. This reframing has emotional weight. It makes climate change personal.  Learning Through Networks of Meaning GeoCamp Iceland isn’t just about travel—it’s about connection. Our work brings students and faculty into conversation with scientists, artists, educators, and thinkers who are shaping Iceland’s response to environmental change. Andri Snær is part of that extended learning network. He reminds us that climate literacy isn’t just about understanding carbon cycles or sea level rise—it’s also about asking: "What stories will we tell about this moment? And how will those stories shape what comes next?" Including a visit with Andri Snær Magnason in our programmes is not a luxury. It is a pedagogical choice grounded in our belief that education must speak to the whole person—mind, body, and imagination. For future teachers, scientists, artists, and leaders, meeting Andri is a call to responsibility and creativity. It’s a chance to sit with someone who is not just documenting change, but trying to shape it—through language, through empathy, and through bold acts of communication. These are the moments our students carry home. These are the voices that stay with them. Andri Snær Magnason: "On Time and Water" TED Talk: On Time and Water   The Icelandic group in Girona GeoCamp Iceland, together with the University of Iceland’s School of Education, took part in the Acadimia Teacher Training Seminar in Girona, Spain, from 30 June to 4 July. An inspiring event under the Erasmus+ Acadimia project bringing together European teachers to explore creative and inclusive methodologies in education.
Hosted at the Facultat d’Educació i Psicologia of the University of Girona, the seminar welcomed 50 teachers from eight countries. Participants, including representatives from GeoCamp Iceland, engaged with innovative teaching practices such as Creative STEAM, Digital Storytelling, G.A.M.E. and Gamified Learning, and Empathy–Analysis–Reflection (EAR). Each day combined hands-on workshops with opportunities for networking and cultural immersion, reflecting the project’s belief that creativity and inclusion thrive through shared experiences. Iceland was well represented with primary school teachers from Grundaskóli in Akranes, Sandgerðisskóli, Háaleitisskóli, and Stóru-Vogaskóli on the Reykjanes Peninsula, along with two teachers from Ingunnarskóli and Borgarskóli in Reykjavik. This collective participation highlights the strong and growing collaboration among Icelandic schools, University of Iceland, GeoCamp Iceland, and the Acadimia community. The seminar demonstrated the power of international cooperation in education—equipping teachers with practical tools for creative learning and reinforcing the importance of building a supportive community where educators inspire one another across borders. GeoCamp Iceland and the University of Iceland’s School of Education will continue this collaboration by hosting follow-up workshops with Acadimia representatives in Iceland. Interested teachers are welcome to contact us for more details about participating. It is worth noting that we will be organising meetings and workshops with Acadimia representatives at the University of Iceland’s School of Education this coming November in Iceland. Teachers interested in joining these events are welcome to get in touch with us for more information. To learn more about Acadimia’s innovative methodologies and to join the Icelandic Acadimia community, visit the project website here or join the Acadimia IS Facebook group here.  GeoCamp Iceland was thrilled to take part in the ACAδIMIA European Teacher Training Summer Campus from 26–28 June in Epidaurus, Greece—an inspiring gathering of educators in a place steeped in ancient history. Trainers and teachers from Belgium, Bulgaria, Hungary, Iceland, Italy, Spain, and Greece came together for an intensive training experience built around the EAR methodology (Empathy – Analysis – Reflection) and Drama in Education. As a case study, participants explored Sophocles’ timeless tragedy Antigone, connecting its themes to today’s educational and social challenges. A highlight of the summer camp was attending the world premiere of Antigone—directed by Ulrich Rasche—at the iconic Ancient Theatre of Epidaurus, famous for its extraordinary acoustics and capacity of up to 14,000 spectators. Experiencing this powerful performance in such a historic setting brought the training’s themes of empathy, conflict, and critical thinking to life in a profound way. A Unique Learning Experience This unforgettable experience took place in a real camping environment, adding a spirit of adventure and community. We extend heartfelt thanks to our inspired trainers—Nikolas Kamtsis, Ifigenia Georgiadou, Ntina Aidona, and Bethlenfalvy Adam—whose expertise and energy made the training exceptional. A special thank you also goes to the Action Synergy team for their dedication and positivity, and to the wonderful staff at Bekas Camping for their professionalism and warm hospitality, which made everyone feel welcome and comfortable. The summer camp combined:
GeoCamp Iceland is excited to bring these creative, inclusive approaches back to Icelandic classrooms, helping teachers empower every student through drama, empathy, and active learning. A Landmark Beginning: Exeter Students Embark on First Iceland Study Tour with GeoCamp Iceland27/6/2025  This summer marked an exciting milestone for both Phillips Exeter Academy and GeoCamp Iceland: the inaugural student trip of a new partnership bringing learning beyond the classroom into Iceland’s extraordinary landscapes. Over nine days of immersive exploration, 15 students and three faculty members journeyed across glaciers, volcanoes, lava fields, coastal cliffs, and vibrant cultural sites — guided every step of the way by GeoCamp Iceland’s educators. Through Exeter’s Global Initiatives experiential learning program, students delved into Iceland’s dynamic geology and stark beauty while confronting the realities of climate change, renewable energy innovation, and the country’s deep cultural history. This first trip in the collaboration was designed around a rich curriculum that combined hands-on fieldwork, reflective discussions, and meetings with local experts. Students investigated topics such as living on an active plate boundary, the ethics of tourism in volcanic zones, Iceland’s renewable energy transition, and the resilience of communities like the Westman Islands after natural disasters. They witnessed the rapid retreat of glaciers like Sólheimajökull, learned about the global impact of historic eruptions like Laki, and examined efforts like the CarbFix project to capture carbon and store it as stone. Each student prepared research on a unique topic before departure, enriching group discussions and deepening learning in the field. The program also included cultural and literary encounters, such as a meeting with Icelandic author Rán Flygenring, and reflections on Iceland’s sagas as ancient narratives offering insights into modern resilience and sustainability. Activities balanced academic exploration with moments of wonder. Sailing on glacier lagoons, hiking mossy cliffs with puffins, relaxing in geothermal pools, and sharing stories during evening meals.  “[It] was my first time outside of America, and the journey affected me more than I thought it would,” Levi ’28 said. “The awe-inspiring landscape, the rich and layered culture, the close-knit community and the delicious food all added up to an exquisite trip. But what I enjoyed most was exploring a beautiful foreign land with a group of new friends. In particular, I remember a steep hike on the Westman Islands that rewarded us with gorgeous vistas of mossy cliffs — and puffins! My largest takeaway from that hike was not the beautiful views though but the importance of determination and grit that kept us together from start to end.”  Exeter Principal Bill Rawson, who joined the trip as a chaperone, summed up the experience: “It was a very special experience exploring a new country with 15 curious Exonians. We were all learners every step of the way. And for me, it was quite special observing firsthand the impact our global studies programs have on our students.” For GeoCamp Iceland, this first collaboration with Phillips Exeter Academy represents not just a successful trip, but the beginning of a meaningful partnership rooted in field-based education, global awareness, and inspiring the next generation of leaders to understand our changing planet.  In June 2025, partners from across Europe came together in Turku, Finland, for the final Transnational Partner Meeting of the Erasmus+ AURORA project. Hosted in the historic Vanha Suurtori district, the meeting marked the conclusion of the project which focused on strengthening outdoor learning through technology, inclusion, and youth engagement.
AURORA – Advancing Understanding and Respect of Outdoor and Rural Areas – has brought together organisations from Ireland, Finland, Türkiye, and Iceland to co-create new methods and tools that help young people reconnect with nature in meaningful ways. From the very beginning, the project has aimed to make outdoor learning more accessible—particularly for youth who may face social, economic, or geographic barriers. GeoCamp Iceland hosted the first Learning, Teaching and Training Activity (LTTA) in Reykjanes and led the development of educational content on climate change and nature-based learning. Working alongside partners and young participants, we helped shape two major outputs: the AURORA Guidebook and the AURORA Platform. Both resources bring together practical experience, youth input, and innovative technology, including AR and VR tools designed to enhance environmental education. While the project may be formally ending, we believe the outcomes will have lasting value, both within Iceland and for our international network of educators and students. The guidebook provides us with a solid framework: guidelines, checklists, and structured approaches we can draw from when planning outdoor learning activities or supporting schools and university groups. The digital platform, once fully launched, will offer engaging ways to prepare students before field trips and extend learning beyond the landscape itself. As an organisation grounded in place-based education and international exchange, GeoCamp Iceland sees great potential in applying what we’ve gained through AURORA. Whether it’s a group of Icelandic students exploring the Reykjanes Geopark, or a visiting university cohort engaging with Icelandic nature and sustainability themes, the tools developed in this project will help us deliver deeper, more inclusive, and more thoughtful learning experiences. We’re grateful to our partners for their collaboration and to the young people whose perspectives helped shape the project’s direction. AURORA has shown that by combining outdoor learning with meaningful participation and digital innovation, we can create something both practical and inspiring. We look forward to sharing the results, and continuing the work in new ways.  This article is based on a presentation delivered by Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland, at the Petroleum Engineering Summer School (PESS2025) in Dubrovnik, Croatia in June 2025. The session explored how Iceland’s geothermal energy system serves as a platform not only for technical excellence but also for education, community development, and international collaboration. By examining case studies from Iceland and partner countries, the lecture positioned geothermal innovation as both an energy solution and an educational opportunity. Place-Based Learning in a Volcanic Landscape: The Role of GeoCamp Iceland GeoCamp Iceland is an educational and research platform based on the Reykjanes Peninsula, a region shaped by active volcanoes, geothermal fields, and coastal ecosystems. Originally founded to spark student interest in Earth sciences, GeoCamp Iceland has grown into an international hub for field-based learning focused on sustainability, renewable energy, and climate education. Each year, the programme hosts students and teachers from across the world, connecting them with Iceland’s dynamic environment through immersive, hands-on experiences. The mission of GeoCamp Iceland is to make science real, local, and transformative. Rather than confining learning to the classroom, we bring participants into lava fields, geothermal zones, and glacial landscapes, inviting them to observe, measure, question, and collaborate. Working in partnership with the Reykjanes UNESCO Global Geopark, schools, energy providers, and research institutions, we design learning experiences that merge scientific literacy with ecological awareness, and that ground global challenges, such as energy transition and climate resilience, in lived experience.  Geothermal Energy as a Societal Driver Iceland’s geothermal journey spans centuries, from traditional use of hot springs for bathing and washing to modern district heating systems and advanced geothermal power plants. Today, geothermal energy accounts for approximately two-thirds of Iceland’s total primary energy use, with 90% of households heated by geothermal systems. The transition was gradual but deliberate, driven by public investment, scientific research, and coordinated policy. Beyond infrastructure, geothermal energy in Iceland is deeply embedded in cultural and social life. Historical sources, including the Icelandic sagas, record geothermal bathing as a healing and communal practice. This historical continuity reflects a broader principle: geothermal energy in Iceland is not only a technical solution but a culturally rooted and community-valued resource. Innovation and Circular Energy Systems Technological innovation remains central to Iceland’s geothermal narrative. The Iceland Deep Drilling Project (IDDP) explores supercritical geothermal resources at depths over 4.500 metres, aiming to produce up to ten times more energy per well than conventional methods. The Reykjanes Resource Park exemplifies cascading use of geothermal energy, supporting algae production, aquaculture, spa development, and greenhouse farming from a single energy source. Moreover, Iceland is a leader in carbon mineralisation. The Carbfix project, operating at the Hellisheiði power plant, captures CO₂, dissolves it in water, and injects it into basalt formations, where it mineralises into rock within two years. This process has global implications for climate mitigation and is now being scaled to receive carbon emissions from across Europe. Education and the Energy Transition A key theme of the PESS2025 presentation was the role of education in the energy transition. In Iceland, the renewable energy sector serves as an experiential classroom. Through outdoor learning, interdisciplinary curricula, and field-based science, students and educators explore renewable energy not simply as content, but as context. Initiatives led by institutions like GeoCamp Iceland and the Reykjanes UNESCO Global Geopark exemplify this approach. Students participate in hands-on data collection, geothermal mapping, and sensor-based monitoring in active geothermal areas. These activities foster systems thinking and empower young people to view themselves as part of the energy landscape — not just as observers, but as contributors. In an example from Hvolsskóli Primary School in South of Iceland, students document climate change through glacial retreat, biodiversity shifts, and geothermal fieldwork, drawing direct connections between scientific observation and global sustainability goals. Regional development projects such as GeoLab and Green STEAM further integrate place-based learning with tools for data collection, analysis, and public engagement, making climate and energy education accessible across socioeconomic and geographic boundaries.  International Cooperation and EEA Partnerships The presentation also highlighted Iceland’s role in international cooperation, particularly through EEA and Norway Grants. Since 2021, Icelandic partners have supported geothermal and STEM education projects in Croatia, including the Izvori Lipika geothermal initiative. This project involved the development of technical documentation for a district heating system, along with bilateral exchanges between Icelandic and Croatian experts. Educational collaborations between Iceland and Croatian schools have also flourished. EEA-funded projects in Sibinj, Đakovo, Lipovljani, and Budinščina demonstrate how hands-on science education can be tailored to local environments while drawing on Icelandic methods. Teacher mobilities, curriculum development, and environmental monitoring have become vehicles for mutual learning and long-term capacity building. These initiatives represent more than knowledge transfer; they are platforms for co-creation. Icelandic experience is not exported as a fixed model but adapted to regional contexts, enabling innovation that is both rooted and scalable. Geoparks as Learning Environments The Reykjanes UNESCO Global Geopark provides a powerful example of how geological landscapes can serve as platforms for education, research, and resilience. Located on the tectonic boundary between North America and Eurasia, Reykjanes is a dynamic region shaped by volcanic activity, geothermal resources, and coastal change. As an open-air classroom, the Geopark integrates geoscience, energy production, and cultural heritage. Students and educators engage with live phenomena — including recent eruptions at Fagradalsfjall — and learn about risk, adaptation, and sustainability in real time. The Geopark’s educational mission is strengthened through its collaboration with local schools, energy companies, and municipalities, forming a regional ecosystem of learning. Regional educational and development projects furthermore align with both global frameworks (e.g. SDGs, UNESCO ASPnet) and local development priorities. These initiatives demonstrate how education can be used to ground climate literacy in lived experience.  Regional Innovation through Place-Based Education As part of its development strategy, GeoCamp Iceland is building a regional ecosystem of place-based learning, youth engagement, and professional development rooted in the dynamic landscape of Reykjanes. Key initiatives include the UNESCO School Network, which unites all schools on the peninsula under the ASPnet framework to explore sustainability, citizenship, and global learning through local heritage and science. The Ripples of Knowledge project supports outdoor education by creating digital infrastructure and mobile teaching tools for schools near volcanic zones, ensuring both safety and continuity in learning. STEAM Reykjanes proposes the establishment of regional education and innovation centres that link local schools with the energy sector and research institutions, preparing youth for the green transition. These efforts are complemented by Green STEAM, a newly approved transnational Erasmus+ project involving partners across Europe. The project equips teachers to lead field-based science education focused on environmental sensors, student-led research, and the creation of open-source learning materials—bringing climate literacy and systems thinking into the heart of everyday education.  Conclusion: A Curriculum of Transition The Icelandic experience suggests that energy transitions require more than infrastructure — they require education, cooperation, and cultural engagement. As demonstrated at PESS2025, geothermal energy in Iceland is not only a source of power but a catalyst for curriculum development, youth empowerment, and international collaboration. What emerges is a vision of education as a driver of change — not simply delivering knowledge about sustainability, but enabling communities to live it. In this model, the energy beneath our feet becomes a shared resource for learning, innovation, and resilience. Classrooms extend into lava fields and wetlands; students become observers of glacial retreat and volcanic renewal; and teachers are equipped not only to inform, but to inspire. Whether through regional development projects in Reykjanes or cross-border partnerships in Croatia and beyond, the emphasis remains clear: sustainability is not a subject—it is a practice. And at the heart of that practice lies a simple truth: Understanding the Earth we stand on is a prerequisite for changing the Earth we live on. When learning is grounded in place, powered by cooperation, and shared across generations, it becomes one of the most powerful forces for shaping a just and regenerative future.  Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland
with lecturers and students at PESS2025 in Dubrovnik, 16 June 2025  The development project Gárur on the Reykjanes Peninsula – Using the Local Environment for Outdoor Learning has been awarded a 4.7 million ISK grant from the Icelandic Innovation Fund for Schools (Sprotasjóður). The project is led by Reykjanes UNESCO Global Geopark on behalf of a broad partnership that includes all elementary schools and school offices in the region, the Suðurnes Research Centre, and GeoCamp Iceland. GeoCamp Iceland is proud to be among the applicants for this project, which builds directly on earlier initiatives mapping outdoor education opportunities across the peninsula—an effort highlighted in our recent article, The Ripples Are Growing link. The goal of the project is to strengthen creative outdoor teaching and help students build a deeper connection to their environment and community. Throughout the project, key learning sites near local schools will be identified and documented for their educational value in natural sciences, history, and culture. These will form the foundation of a digital database that includes GPS locations, site descriptions, lesson plans, and teaching resources—freely accessible to students, teachers, and the public. GeoCamp Iceland’s own Brynja Stefánsdóttir, science educator at Stapaskóli and project manager with GeoCamp, will play a central role in developing the educational materials. She will ensure the content aligns with Iceland’s national curriculum and supports the integration of sustainability, science literacy, and outdoor learning at multiple school levels. The project is an important milestone in transforming Reykjanes UNESCO Global Geopark into a living classroom. It represents a meaningful bridge between science, education, and community, while providing schools with the tools and training needed to bring learning outside the classroom—into lava fields, coastal paths, and cultural landscapes. The grant was formally awarded at a ceremony at the Ministry of Education and Children on 11 June, with Minister Guðmundur Ingi Kristinsson and Bragi Þór Svavarsson, Chair of the Fund’s Board, presenting the award. Accepting the grant on behalf of the Geopark were Þuríður H. Aradóttir Braun and Brynja Stefánsdóttir. Gárur á Reykjanesinu: Nýtt þróunarverkefni fyrir útikennslu hlýtur styrk úr Sprotasjóði Þróunarverkefnið „Gárur á Reykjanesinu – Nærumhverfi til útikennslu“ hefur hlotið 4,7 milljóna króna styrk úr Sprotasjóði. Reykjanes jarðvangur leiðir verkefnið fyrir hönd samstarfshóps sem samanstendur af öllum grunnskólum og skólaskrifstofum sveitarfélaga á Reykjanesi, ásamt Þekkingarsetri Suðurnesja og GeoCamp Iceland.
Markmið verkefnisins er að efla skapandi útikennslu og styrkja tengsl nemenda við náttúru og samfélag. Kortlagðir verða fjölbreyttir staðir í nágrenni grunnskóla sem nýtast til kennslu í náttúruvísindum, sögu og menningu. Útkoman verður stafrænn gagnabanki með GPS-hnitum, lýsingum, verkefnum og kennsluleiðbeiningum sem nýtast nemendum, kennurum og almenningi til útikennslu og fræðslu innan jarðvangsins. Verkefnið er mikilvægur liður í að þróa Reykjanes jarðvang sem lifandi lærdómsumhverfi, en jarðvangurinn mun leiða kortlagningu staða til vettvangsnáms, veita fræðilega ráðgjöf og tryggja aðgengi að afurðum verkefnisins fyrir skóla og gesti á svæðinu. Með þessu er byggð brú milli jarðminja, fræðslu og samfélagsþátttöku. Guðmundur Ingi Kristinsson, mennta- og barnamálaráðherra og Bragi Þór Svavarsson, formaður stjórnar sjóðsins, afhentu styrkina við hátíðlega athöfn í mennta- og barnamálaráðuneytinu 11. júní síðastliðinn. Við styrknum tóku Þuríður H. Aradóttir Braun og Brynja Stefánsdóttir, kennari í Stapaskóla, við styrknum fyrir hönd jarðvangsins, en Brynja mun leiða þróun kennsluefnis í verkefninu og tryggja tengingu við aðalnámskrá og hæfniviðmið grunnskóla. Nánari upplýsingar um úthlutunina má nálgast á vef ráðuneytisins.  Across the Reykjanes Peninsula, a new initiative is taking shape—one that brings together educators, scientists, municipalities and students to explore the full potential of the landscapes that surround their schools. Under the name Gárur (Icelandic for “ripples”), a series of interconnected projects is now actively supporting the development of outdoor education through local mapping, curriculum development, and cross-border collaboration.
From Local Mapping to Regional Impact The central aim of Gárur is simple but powerful: to understand what outdoor education looks like in each school’s local context, and to create practical tools that make it easier for teachers to use the outdoors in their daily teaching. By documenting accessible sites and co-developing lesson ideas with teachers, the project is building a shared foundation for place-based education rooted in the unique environment of Suðurnes. With funding from four different sources, The Icelandic innovation fund for schools (Sprotasjóður), Nordplus Junior, the Curriculum Development Fund (Þróunarsjóður námsgagna), and the Suðurnes Development Fund, the Gárur initiative is working with all primary schools on the Reykjanes Peninsula to identify and map opportunities for field-based learning in their immediate surroundings. This region-wide approach is helping schools transform nearby beaches, lava fields, wetlands and urban spaces into natural extensions of the classroom. The Future of Outdoor Learning At its heart, Gárur is a project about making the most of what’s already around us: the nature at the edge of the playground, the trails behind the school, the coastline down the road. It is about giving educators the tools and confidence to use these spaces as part of everyday teaching—and giving students the chance to learn through curiosity, movement, and meaningful contact with their environment. By focusing on local resources, community collaboration, and real-world science, Gárur is helping create a sustainable model for outdoor education that can serve as inspiration across Iceland and beyond. What begins as a ripple may well become a wave. |
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GeoCamp Iceland is an educational project 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 on natural sciences, environmental challenges, climate change and STEM education.
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