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Last week was one of those moments where GeoCamp Iceland truly felt like a crossroads of ideas, curiosity, and field-based learning.
At one point, we were simultaneously hosting four very different educational groups from across the United States, each bringing their own academic focus, questions, and perspectives into Iceland’s ever-changing landscapes.
University of Maine joined us for the second year in a row, for an intensive earth systems and climate-focused field program, travelling deep into Iceland’s volcanic and glacial environments. Their itinerary explored everything from tectonic activity and geothermal systems to glacier dynamics, carbon capture, and the legacy of Iceland's numerous eruptions. The group also met leading Icelandic scientists, researchers, and writers, including Páll Einarsson and Andri Snær Magnason, connecting scientific understanding with the human stories behind climate change and environmental transformation.
At the same time, students from Central College Iowa travelled around Iceland examining the relationship between landscape, sustainability, communication, and culture. Their program combined geology and climate science with Icelandic history, renewable energy, saga heritage, and community resilience, from Westman Islands and Þórsmörk to geothermal power plants and Reykjavík’s cultural life.
Coginchaug Regional High School focused strongly on outdoor education, earth systems, and sustainability, exploring Reykjanes UNESCO Global Geopark and the South Coast through hands-on learning and field excursions, discussing volcanic hazards, renewable energy, glacier retreat, and environmental responsibility. The program reflected an important part of what we believe at GeoCamp Iceland, that meaningful education happens when students connect directly with the world around them.
Meanwhile, the University of New England approached Iceland through the lens of arctic tourism, sustainability, and destination development. Their students met with tourism organisations, local businesses, and regional stakeholders while exploring how Iceland has adapted to volcanic eruptions, climate challenges, and rapid tourism growth. From Reykjanes and South Iceland to Reykjavík and top tourist spots, the group examined how tourism, nature, and community intersect in a country shaped by constant natural change.
Hosting four groups simultaneously is always a challenge, but also a reminder of how powerful educational travel can be when learning moves beyond the classroom and into the field.
And for us at GeoCamp Iceland, it is also a reminder of just how rewarding it is to experience our own country through the eyes of visitors. Every group notices something different. Every conversation brings new perspectives. In many ways, every program becomes a learning experience for us as well.
And the semester rush is far from over.
This week, we are also welcoming new groups from Marist College, the University of Nebraska–Lincoln, SUNY Oneonta, and Mercersburg Academy, as the end-of-semester season continues to bring students and educators from across the United States to Iceland.
At one point, we were simultaneously hosting four very different educational groups from across the United States, each bringing their own academic focus, questions, and perspectives into Iceland’s ever-changing landscapes.
University of Maine joined us for the second year in a row, for an intensive earth systems and climate-focused field program, travelling deep into Iceland’s volcanic and glacial environments. Their itinerary explored everything from tectonic activity and geothermal systems to glacier dynamics, carbon capture, and the legacy of Iceland's numerous eruptions. The group also met leading Icelandic scientists, researchers, and writers, including Páll Einarsson and Andri Snær Magnason, connecting scientific understanding with the human stories behind climate change and environmental transformation.
At the same time, students from Central College Iowa travelled around Iceland examining the relationship between landscape, sustainability, communication, and culture. Their program combined geology and climate science with Icelandic history, renewable energy, saga heritage, and community resilience, from Westman Islands and Þórsmörk to geothermal power plants and Reykjavík’s cultural life.
Coginchaug Regional High School focused strongly on outdoor education, earth systems, and sustainability, exploring Reykjanes UNESCO Global Geopark and the South Coast through hands-on learning and field excursions, discussing volcanic hazards, renewable energy, glacier retreat, and environmental responsibility. The program reflected an important part of what we believe at GeoCamp Iceland, that meaningful education happens when students connect directly with the world around them.
Meanwhile, the University of New England approached Iceland through the lens of arctic tourism, sustainability, and destination development. Their students met with tourism organisations, local businesses, and regional stakeholders while exploring how Iceland has adapted to volcanic eruptions, climate challenges, and rapid tourism growth. From Reykjanes and South Iceland to Reykjavík and top tourist spots, the group examined how tourism, nature, and community intersect in a country shaped by constant natural change.
Hosting four groups simultaneously is always a challenge, but also a reminder of how powerful educational travel can be when learning moves beyond the classroom and into the field.
And for us at GeoCamp Iceland, it is also a reminder of just how rewarding it is to experience our own country through the eyes of visitors. Every group notices something different. Every conversation brings new perspectives. In many ways, every program becomes a learning experience for us as well.
And the semester rush is far from over.
This week, we are also welcoming new groups from Marist College, the University of Nebraska–Lincoln, SUNY Oneonta, and Mercersburg Academy, as the end-of-semester season continues to bring students and educators from across the United States to Iceland.
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GeoCamp Iceland invites educators to join the upcoming ACADIMIA Online Practitioners’ Conference, bringing together teachers, trainers, and education professionals from across Europe to explore creative and inclusive approaches to learning.
The conference, taking place online on 3 June 2026, will highlight how innovative teaching methods can help shape more engaging, diverse, and inclusive classrooms. Practitioners from eight European countries will share hands-on experiences, classroom stories, and practical insights from the ACADIMIA project, which focuses on creative pedagogies including Creative STEAM, gamification, drama in education, maker teaching, Montessori-inspired methods, and strength-based learning.
At GeoCamp Iceland, we strongly believe that meaningful education happens when curiosity, creativity, and real-world experiences come together. Through our work in outdoor learning, UNESCO school development, and teacher mobility projects across Reykjanes UNESCO Global Geopark, we have seen firsthand how creative methodologies can empower both educators and students.
This conference offers an opportunity not only to discover innovative classroom practices, but also to connect with a growing European network of educators committed to inclusive and future-focused learning environments.
Participants will also learn more about the ACADIMIA Community of Practice (CoP), designed to support long-term collaboration, peer learning, and resource sharing among teachers and trainers across Europe.
The event will take place online on Wednesday 3 June 2026 from 17:00–19:00 CET and will be held in English. Participation is free of charge.
We encourage teachers, school leaders, educational practitioners, and anyone interested in innovative education to take part.
👉 Registration: https://forms.gle/Lpmg6KDWSwBiRkK8A
At GeoCamp Iceland, we are proud to contribute to projects like ACADIMIA that strengthen teacher development, encourage creativity in education, and help build more inclusive learning communities across Europe.
The conference, taking place online on 3 June 2026, will highlight how innovative teaching methods can help shape more engaging, diverse, and inclusive classrooms. Practitioners from eight European countries will share hands-on experiences, classroom stories, and practical insights from the ACADIMIA project, which focuses on creative pedagogies including Creative STEAM, gamification, drama in education, maker teaching, Montessori-inspired methods, and strength-based learning.
At GeoCamp Iceland, we strongly believe that meaningful education happens when curiosity, creativity, and real-world experiences come together. Through our work in outdoor learning, UNESCO school development, and teacher mobility projects across Reykjanes UNESCO Global Geopark, we have seen firsthand how creative methodologies can empower both educators and students.
This conference offers an opportunity not only to discover innovative classroom practices, but also to connect with a growing European network of educators committed to inclusive and future-focused learning environments.
Participants will also learn more about the ACADIMIA Community of Practice (CoP), designed to support long-term collaboration, peer learning, and resource sharing among teachers and trainers across Europe.
The event will take place online on Wednesday 3 June 2026 from 17:00–19:00 CET and will be held in English. Participation is free of charge.
We encourage teachers, school leaders, educational practitioners, and anyone interested in innovative education to take part.
👉 Registration: https://forms.gle/Lpmg6KDWSwBiRkK8A
At GeoCamp Iceland, we are proud to contribute to projects like ACADIMIA that strengthen teacher development, encourage creativity in education, and help build more inclusive learning communities across Europe.
- Published on
In the latest ACADIMIA podcast, Sigrún Svafa Ólafsdóttir from GeoCamp Iceland speaks with Ragnheiður Alma Snæbjörnsdóttir, a teacher at Akurskóli in Reykjanes, about her experience in the Erasmus+ project ACADIMIA (European Teachers’ Academy for Creative and Inclusive Learning).
After participating in the international teacher training course in Florence, Ragnheiður Alma began introducing methods such as Drama in Education, Creative STEAM, Talent Maker and Socratic Dialogue into her own teaching. She explains how role-play, inquiry-based learning and hands-on activities encouraged students to participate more actively and helped create a more inclusive classroom environment.
The conversation highlights the lasting value of European cooperation. Beyond learning new teaching methods, ACADIMIA has inspired teachers to share ideas with colleagues, build professional networks and continue developing creative approaches to learning. GeoCamp Iceland will continue building on this legacy by incorporating ACADIMIA methodologies into future teacher training, Erasmus+ mobility activities and UNESCO Schools professional development programmes in Iceland.
The podcast is in Icelandic, but a full transcript in English is available below.
After participating in the international teacher training course in Florence, Ragnheiður Alma began introducing methods such as Drama in Education, Creative STEAM, Talent Maker and Socratic Dialogue into her own teaching. She explains how role-play, inquiry-based learning and hands-on activities encouraged students to participate more actively and helped create a more inclusive classroom environment.
The conversation highlights the lasting value of European cooperation. Beyond learning new teaching methods, ACADIMIA has inspired teachers to share ideas with colleagues, build professional networks and continue developing creative approaches to learning. GeoCamp Iceland will continue building on this legacy by incorporating ACADIMIA methodologies into future teacher training, Erasmus+ mobility activities and UNESCO Schools professional development programmes in Iceland.
The podcast is in Icelandic, but a full transcript in English is available below.
ACADIMIA opnar dyr að skapandi og inngildandi kennslu
Hvernig getur evrópskt samstarf breytt kennslu í íslenskum skólastofum? Það er viðfangsefni nýjasta ACADIMIA hlaðvarpsins þar sem Sigrún Svafa Ólafsdóttir hjá GeoCamp Iceland ræðir við Ragnheiði Ölmu Snæbjörnsdóttur, kennara við Akurskóla á Reykjanesi, um reynslu hennar af Erasmus+ verkefninu ACADIMIA – European Teachers’ Academy for Creative and Inclusive Learning.
Ragnheiður Alma tók þátt í alþjóðlegri kennaraþjálfun verkefnisins í Flórens haustið 2024 þar sem kennarar frá átta Evrópulöndum kynntust fjölbreyttum skapandi og inngildandi kennsluaðferðum. Fyrir hana skipti mestu máli að námskeiðið var hagnýtt og veitti verkfæri sem hægt var að nota strax í kennslu.
„Það sem mér fannst dýrmætast var að þetta voru aðferðir sem ég gat tekið með mér beint inn í kennslustofuna daginn eftir.“
Á námskeiðinu valdi hún þær aðferðir sem hún taldi henta best sinni kennslu í náttúrufræði og á unglingastigi. Það sem kom henni þó mest á óvart var hversu vel leiklist og hlutverkaleikur gátu nýst í samfélagsfræði og siðferðilegum umræðum.
Í stað þess að ræða stjórnmál eða samfélagsmál eingöngu út frá kennslubókinni fengu nemendur að stíga inn í hlutverk, stofna eigin stjórnmálaflokka og ræða álitamál sem snertu þeirra eigið líf, svo sem samþykki, áfengissölu og skattamál. Með aðferðum á borð við Drama in Education og sókratískar samræður tóku allir þátt á sínum eigin forsendum.
„Það tók allir þátt á sínum forsendum. Þetta virkaði sérstaklega vel fyrir nemendur sem eiga erfitt með hefðbundin skrifleg verkefni.“
Í hlaðvarpinu segir hún einnig frá því hvernig einfaldar samræðuaðferðir geta skapað öflugar umræður í kennslustofunni. Með því að láta nemendur taka afstöðu, færa sig á milli staða í rýminu og ræða sjónarmið sín læra þeir ekki aðeins að mynda sér skoðun heldur einnig að hlusta á aðra og ræða af virðingu.
Skapandi nálgun var rauður þráður í öðrum aðferðum ACADIMIA. Ragnheiður Alma lýsir meðal annars hvernig hún nýtti Creative STEAM til að kenna flotkraft með því að setja nemendur í hlutverk áhafnar skips. Þannig urðu þeir virkir þátttakendur í lausnaleit fremur en óvirkir áhorfendur.
Hún segir einnig frá reynslu sinni af TalentMaker, þar sem áherslan er lögð á rannsóknarvinnu, skráningu vinnuferlis og skapandi lausnaleit fremur en eingöngu lokaafurðina. Að hennar mati hjálpar aðferðin nemendum að skilja að námið snýst ekki aðeins um svarið heldur einnig um ferlið sem leiðir að því.
Í kjölfar þátttöku sinnar í ACADIMIA miðlaði Ragnheiður Alma reynslu sinni til samstarfsfólks og tók þátt í að kynna verkefnið fyrir kennurum á Íslandi. Hún bendir á að margar aðferðanna nýtist þvert á námsgreinar og séu jafn áhrifaríkar inni í kennslustofunni og úti í náttúrunni.
Eitt af því sem stóð einnig upp úr var Montessori-nálgunin sem kynnt var í verkefninu. Þótt hún segist ekki ætla að feta nákvæmlega í fótspor kennaranna sem hún kynntist í Flórens hafi hún fengið mikilvægan innblástur um gildi frásagnar, hlutbundins náms og þess að skapa heilan heim sem nemendur geti stigið inn í.
Í lok samtalsins voru þær sammála um að stærsta gildi ACADIMIA felist ekki aðeins í nýjum kennsluaðferðum heldur einnig í því að gefa kennurum tækifæri til að endurnýja sig faglega.
„Kennarar þurfa stöðugt innblástur, ný verkfæri og áminningu um allt það sem þeir kunna nú þegar. Svona verkefni hjálpa okkur að stíga aðeins út fyrir vanann.“
Þær ræða einnig hvernig halda megi áfram að byggja á árangri verkefnisins. Markmiðið er að flétta aðferðir ACADIMIA inn í endurmenntun kennara, alþjóðlegar kennaraheimsóknir og vettvangsnám þar sem náttúran verður kennslustofan. Með því geti verkefnið lifað áfram og stutt við skapandi og inngildandi skólastarf um ókomin ár.
ACADIMIA hefur sýnt að evrópskt samstarf snýst ekki aðeins um að sækja námskeið erlendis. Það snýst um að byggja upp samfélag kennara sem deila reynslu, læra hver af öðrum og þróa kennsluaðferðir sem gera nám bæði skapandi, þátttökumiðað og inngildandi.
Ragnheiður Alma tók þátt í alþjóðlegri kennaraþjálfun verkefnisins í Flórens haustið 2024 þar sem kennarar frá átta Evrópulöndum kynntust fjölbreyttum skapandi og inngildandi kennsluaðferðum. Fyrir hana skipti mestu máli að námskeiðið var hagnýtt og veitti verkfæri sem hægt var að nota strax í kennslu.
„Það sem mér fannst dýrmætast var að þetta voru aðferðir sem ég gat tekið með mér beint inn í kennslustofuna daginn eftir.“
Á námskeiðinu valdi hún þær aðferðir sem hún taldi henta best sinni kennslu í náttúrufræði og á unglingastigi. Það sem kom henni þó mest á óvart var hversu vel leiklist og hlutverkaleikur gátu nýst í samfélagsfræði og siðferðilegum umræðum.
Í stað þess að ræða stjórnmál eða samfélagsmál eingöngu út frá kennslubókinni fengu nemendur að stíga inn í hlutverk, stofna eigin stjórnmálaflokka og ræða álitamál sem snertu þeirra eigið líf, svo sem samþykki, áfengissölu og skattamál. Með aðferðum á borð við Drama in Education og sókratískar samræður tóku allir þátt á sínum eigin forsendum.
„Það tók allir þátt á sínum forsendum. Þetta virkaði sérstaklega vel fyrir nemendur sem eiga erfitt með hefðbundin skrifleg verkefni.“
Í hlaðvarpinu segir hún einnig frá því hvernig einfaldar samræðuaðferðir geta skapað öflugar umræður í kennslustofunni. Með því að láta nemendur taka afstöðu, færa sig á milli staða í rýminu og ræða sjónarmið sín læra þeir ekki aðeins að mynda sér skoðun heldur einnig að hlusta á aðra og ræða af virðingu.
Skapandi nálgun var rauður þráður í öðrum aðferðum ACADIMIA. Ragnheiður Alma lýsir meðal annars hvernig hún nýtti Creative STEAM til að kenna flotkraft með því að setja nemendur í hlutverk áhafnar skips. Þannig urðu þeir virkir þátttakendur í lausnaleit fremur en óvirkir áhorfendur.
Hún segir einnig frá reynslu sinni af TalentMaker, þar sem áherslan er lögð á rannsóknarvinnu, skráningu vinnuferlis og skapandi lausnaleit fremur en eingöngu lokaafurðina. Að hennar mati hjálpar aðferðin nemendum að skilja að námið snýst ekki aðeins um svarið heldur einnig um ferlið sem leiðir að því.
Í kjölfar þátttöku sinnar í ACADIMIA miðlaði Ragnheiður Alma reynslu sinni til samstarfsfólks og tók þátt í að kynna verkefnið fyrir kennurum á Íslandi. Hún bendir á að margar aðferðanna nýtist þvert á námsgreinar og séu jafn áhrifaríkar inni í kennslustofunni og úti í náttúrunni.
Eitt af því sem stóð einnig upp úr var Montessori-nálgunin sem kynnt var í verkefninu. Þótt hún segist ekki ætla að feta nákvæmlega í fótspor kennaranna sem hún kynntist í Flórens hafi hún fengið mikilvægan innblástur um gildi frásagnar, hlutbundins náms og þess að skapa heilan heim sem nemendur geti stigið inn í.
Í lok samtalsins voru þær sammála um að stærsta gildi ACADIMIA felist ekki aðeins í nýjum kennsluaðferðum heldur einnig í því að gefa kennurum tækifæri til að endurnýja sig faglega.
„Kennarar þurfa stöðugt innblástur, ný verkfæri og áminningu um allt það sem þeir kunna nú þegar. Svona verkefni hjálpa okkur að stíga aðeins út fyrir vanann.“
Þær ræða einnig hvernig halda megi áfram að byggja á árangri verkefnisins. Markmiðið er að flétta aðferðir ACADIMIA inn í endurmenntun kennara, alþjóðlegar kennaraheimsóknir og vettvangsnám þar sem náttúran verður kennslustofan. Með því geti verkefnið lifað áfram og stutt við skapandi og inngildandi skólastarf um ókomin ár.
ACADIMIA hefur sýnt að evrópskt samstarf snýst ekki aðeins um að sækja námskeið erlendis. Það snýst um að byggja upp samfélag kennara sem deila reynslu, læra hver af öðrum og þróa kennsluaðferðir sem gera nám bæði skapandi, þátttökumiðað og inngildandi.
Hlustaðu á Podcastið hér fyrir neðan:
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At the end of April, GeoCamp Iceland participated in the second Learning, Teaching, and Training Activity (LTTA) of the Erasmus+ Green STEAM project, hosted in Sitia, Crete. The meeting brought together partners from across Europe to further develop a shared approach to interdisciplinary education that connects environmental awareness, scientific inquiry, and cultural understanding.
The programme combined school visits, field-based learning, and project working sessions, providing a well-balanced framework for both inspiration and practical development.
The LTTA began with a visit to the 3rd Primary School of Sitia, where partners were welcomed by students through a programme of music, dance, and local traditions. The visit highlighted how cultural heritage can play an important role in education, supporting engagement and providing meaningful entry points into environmental and scientific topics. The school’s outdoor learning facilities, including a geological rock garden, demonstrated how school environments can be effectively used to support hands-on learning and observation.
Field visits formed a central part of the programme. At Toplou Monastery and through the LIFE AgrOassis initiative, participants explored the connections between landscape, sustainable land use, and local production systems. These examples illustrated how environmental education can be linked to real-world practices, including agriculture, water management, and local economies.
Outdoor Learning in Sitia UNESCO Global Geopark
A full day was dedicated to the Sitia UNESCO Global Geopark, with activities in the Zakros area. Here, partners engaged with educational approaches that integrate geology, biodiversity, and cultural history. Site visits to springs, watermills, and the Minoan Palace of Kato Zakros provided a broader perspective on how natural resources have influenced human activity over time. The use of digital tools in outdoor settings also demonstrated how technology can support data collection and interpretation in educational contexts.
The programme was complemented by a guided visit to Sitia, including the archaeological and folklore museums and the Kazarma fortress. These activities reinforced the importance of local narratives and identity as part of educational content.
How did the LTTA benefit Green STEAM?
In addition to the field programme, partners held dedicated working sessions to advance the project. Discussions focused on the development of Green STEAM lesson plans, including the integration of outdoor learning, environmental data collection, and creative elements. Partners also agreed on common approaches to data collection, ensuring that results from different countries can be compared and shared.
The final part of the LTTA was devoted to reflection and consolidation. Partners reviewed key insights from the week and worked on translating these into practical next steps. This included refining lesson plan concepts, aligning on methodology, and confirming responsibilities for the upcoming implementation phase.
Next steps in the project
The meeting in Sitia marked an important transition in the project, moving from initial concept development towards practical application. In the coming months, partners will develop and pilot lesson plans in their respective countries, with a focus on engaging students in meaningful, context-based learning.
GeoCamp Iceland values the opportunity to collaborate within this partnership and to contribute to the development of innovative approaches to education that connect science, environment, and society. The experiences from Sitia will directly inform our work in Iceland, where similar principles can be applied across diverse natural environments.
We would like to thank our partners in Sitia for their excellent organisation and warm hospitality, and all participants for their active engagement throughout the meeting.
The programme combined school visits, field-based learning, and project working sessions, providing a well-balanced framework for both inspiration and practical development.
The LTTA began with a visit to the 3rd Primary School of Sitia, where partners were welcomed by students through a programme of music, dance, and local traditions. The visit highlighted how cultural heritage can play an important role in education, supporting engagement and providing meaningful entry points into environmental and scientific topics. The school’s outdoor learning facilities, including a geological rock garden, demonstrated how school environments can be effectively used to support hands-on learning and observation.
Field visits formed a central part of the programme. At Toplou Monastery and through the LIFE AgrOassis initiative, participants explored the connections between landscape, sustainable land use, and local production systems. These examples illustrated how environmental education can be linked to real-world practices, including agriculture, water management, and local economies.
Outdoor Learning in Sitia UNESCO Global Geopark
A full day was dedicated to the Sitia UNESCO Global Geopark, with activities in the Zakros area. Here, partners engaged with educational approaches that integrate geology, biodiversity, and cultural history. Site visits to springs, watermills, and the Minoan Palace of Kato Zakros provided a broader perspective on how natural resources have influenced human activity over time. The use of digital tools in outdoor settings also demonstrated how technology can support data collection and interpretation in educational contexts.
The programme was complemented by a guided visit to Sitia, including the archaeological and folklore museums and the Kazarma fortress. These activities reinforced the importance of local narratives and identity as part of educational content.
How did the LTTA benefit Green STEAM?
In addition to the field programme, partners held dedicated working sessions to advance the project. Discussions focused on the development of Green STEAM lesson plans, including the integration of outdoor learning, environmental data collection, and creative elements. Partners also agreed on common approaches to data collection, ensuring that results from different countries can be compared and shared.
The final part of the LTTA was devoted to reflection and consolidation. Partners reviewed key insights from the week and worked on translating these into practical next steps. This included refining lesson plan concepts, aligning on methodology, and confirming responsibilities for the upcoming implementation phase.
Next steps in the project
The meeting in Sitia marked an important transition in the project, moving from initial concept development towards practical application. In the coming months, partners will develop and pilot lesson plans in their respective countries, with a focus on engaging students in meaningful, context-based learning.
GeoCamp Iceland values the opportunity to collaborate within this partnership and to contribute to the development of innovative approaches to education that connect science, environment, and society. The experiences from Sitia will directly inform our work in Iceland, where similar principles can be applied across diverse natural environments.
We would like to thank our partners in Sitia for their excellent organisation and warm hospitality, and all participants for their active engagement throughout the meeting.
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In April, GeoCamp Iceland hosted a group of students from Tri-County Technical Center in Dexter, Maine, led by educator Erin Towns. Tri-County is a public career and technical education (CTE) school serving students from multiple districts, offering a wide range of programmes designed to develop practical skills and prepare students for further education and employment.
The visit to Iceland was designed as an extension of this approach, with a focus on field-based learning and outdoor education. Throughout the programme, students worked directly in a range of natural environments, including geothermal areas, volcanic landscapes, and glacial systems. Activities were structured around observation, documentation, and interpretation of natural processes, with students applying methods such as data collection, photography, and drone-based recording.
The emphasis was on understanding active Earth systems in real conditions. This included examining geothermal activity, identifying geological features in volcanic terrain, and observing glacial processes and indicators of environmental change. Rather than working with simulations or case studies, students engaged with the landscape itself as the primary source of information.
The programme also supported the development of transferable skills aligned with technical education. Students worked in teams, recorded field observations, and interpreted environmental data. The use of technical tools in the field—such as drones and digital documentation—provided a direct link between classroom-based learning and applied practice.
This type of outdoor learning environment allows students to connect theoretical knowledge with practical experience, particularly in areas related to environmental science, natural resources, and technical disciplines.
It’s hands-on, immersive, and sometimes a bit unpredictable — just like the careers they’re preparing for. That’s the power of outdoor learning. We thank Erin and Tri-County for showing us this in real life.
All images from Erin Towns
The visit to Iceland was designed as an extension of this approach, with a focus on field-based learning and outdoor education. Throughout the programme, students worked directly in a range of natural environments, including geothermal areas, volcanic landscapes, and glacial systems. Activities were structured around observation, documentation, and interpretation of natural processes, with students applying methods such as data collection, photography, and drone-based recording.
The emphasis was on understanding active Earth systems in real conditions. This included examining geothermal activity, identifying geological features in volcanic terrain, and observing glacial processes and indicators of environmental change. Rather than working with simulations or case studies, students engaged with the landscape itself as the primary source of information.
The programme also supported the development of transferable skills aligned with technical education. Students worked in teams, recorded field observations, and interpreted environmental data. The use of technical tools in the field—such as drones and digital documentation—provided a direct link between classroom-based learning and applied practice.
This type of outdoor learning environment allows students to connect theoretical knowledge with practical experience, particularly in areas related to environmental science, natural resources, and technical disciplines.
It’s hands-on, immersive, and sometimes a bit unpredictable — just like the careers they’re preparing for. That’s the power of outdoor learning. We thank Erin and Tri-County for showing us this in real life.
All images from Erin Towns
