As part of the REPower project, partners met in Italy for the first Joint Staff Training, moving from planning into actual development of renewable energy training.

REPower is a two-year Erasmus+ cooperation project focused on strengthening vocational education through practical training, shared curricula, and the use of digital tools such as VR and AR. The aim is simple: make renewable energy training more relevant, more practical, and easier to use across different countries.

From Structure to Content

The training in Italy was where the work became concrete. Using shared templates, partners developed learning activities, defined outputs, and aligned on how modules should be built.

This was less about discussion and more about production. The focus was on making sure that what is being developed can actually be used—by teachers, in classrooms, and in training environments.
Grounding the Work in RealityA consistent thread throughout the week was keeping the connection to real systems. Training modules are being shaped around how renewable energy is actually used and managed—not how it is described in textbooks.

For GeoCamp Iceland, this is where the contribution is clear. The work builds on experience with geothermal systems and field-based training, bringing practical examples into the design process. The aim is to make sure the materials reflect real conditions, not ideal ones.

Flexibility and Adaptability is the Key

One challenge that came up repeatedly is that there is no single learning environment across Europe. Equipment differs, systems differ, and so do learners. The solution being developed is not a fixed course, but a modular structure. Core learning outcomes stay the same, but how they are delivered can change. This is where ideas like adaptability and transferability move from buzzwords to actual design decisions.

Different content formats were discussed, including animation, real-world video, AI-supported content, and existing materials. AR and VR were part of the discussion, especially for situations where access is limited or where safety is an issue. But there was also a clear agreement that technology should support learning, not define it.

Every activity needs to be able to work without advanced tools. If VR is not available, the learning should still hold.

What This Means for GeoCamp Iceland

Within REPower, GeoCamp Iceland leads the development of training materials for trainers and students and contributes directly to how learning is structured and tested in practice.

The approach is straightforward. To pring learning out of purely theoretical settings and anchor it in real environments. This will also carry forward into the hands-on training activities planned in Iceland, where modules developed during the project will be tested in the field.

​In April, partners in the On the Move project met in Nicosia, Cyprus for the third transnational meeting. This wasn’t just another coordination meeting. It marked a clear shift in the project — from developing frameworks to preparing for implementation. Over the past year, the partnership has been working on something quite concrete: how to make blended mobility actually work in vocational education and training.

Where we are now

Since the project started in 2025, the focus has been on building the foundations. On the Move brings together partners from seven European countries to strengthen blended mobility in apprenticeships — combining physical placements with digital learning.  

The work so far has centred around developing four interconnected frameworks. These are not policy papers for the shelf. They are practical structures that define how mobility is organised, how learning outcomes are recognised, how apprentices are supported, and what organisations need in order to deliver this properly. The last meeting in Bergamo already showed that these frameworks were becoming more coherent and usable. In Cyprus, the question was simple: are we ready to use them?

Moving into training

The answer is yes — and that is where the project is now heading. A structured training programme is being finalised and will be rolled out across all partner countries. The aim is to support VET providers, companies, and intermediary organisations in actually applying these frameworks in practice.
This includes both e-learning and in-person training, along with a dedicated Training of Trainers phase.  

This matters. Because blended mobility is not just a technical adjustment — it changes how apprenticeships are organised, supervised, and experienced. Organisations need to adapt, and that requires proper support. The project is targeting more than 400 stakeholders across Europe, with the goal of making blended mobility something that is not only possible, but normal practice.  

Why this matters

Mobility has always been a strong part of VET, but it has also been limited — by cost, logistics, and access. Blended mobility opens this up. It allows more apprentices to take part, gives companies more flexibility, and creates stronger links between learning and real working environments.

That is really what On the Move is about. Not just promoting mobility, but making sure it is structured, supported, and delivers real learning outcomes.  

What came out of Cyprus

The Cyprus meeting was focused and practical. Partners worked through the training structure, aligned on content, and discussed how to deliver it across different national systems. There was also time spent on evaluation, risk assessment, and dissemination — making sure the work is not only done, but also shared and used.

The next phase is where things become visible. Training starts. Organisations begin testing the frameworks in practice. And we start to see what works, what needs adjusting, and what can scale.
That’s the real test of this project. Not whether we produced good documents — but whether VET providers and companies across Europe can actually use them.

Moorestown Friends School joined GeoCamp Iceland in March as part of their Intensive Learning program, bringing a group of curious and reflective students to explore Iceland through the lens of climate, sustainability, and community. Rooted in Quaker values such as stewardship, equality, and service, the program encourages students to engage deeply. With place, with people, and with each other.

Throughout their time in Iceland, students documented their journey in a series of blog posts. What follows brings together their reflections, capturing not just where they went, but how they experienced it.

The Golden Circle: Connecting Systems

“One of the key lessons we learned… was about the equality of women in Iceland.” Travelling the Golden Circle, students visited Þingvellir, Geysir, and surrounding sites, connecting geological processes with Icelandic history and society. From tectonic boundaries to erupting geysers, the day offered a deeper understanding of how natural systems shape both land and life. Read the full student blog.

Adaptability: Learning the Icelandic Way

“In many places, plans define the experience. Here, the ability to change them does.” When weather disrupted plans, the group adapted—visiting museums, exploring local spaces, and finding meaning in the unexpected. The Icelandic mindset of Þetta reddast became more than a phrase; it became part of the experience. Read the full student blog.

Final Reflections

Across all their writing, one thing stands out: This was not just a trip, but a process of learning through experience.

Through changing weather, powerful landscapes, and meaningful encounters, students connected science with real-world context ... and with their own values.

At GeoCamp Iceland, we also recognise that every visit is a two-way exchange. We relish the opportunity to experience our own country through the eyes of our visitors (glöggt er gests augað). Each group brings new questions, new perspectives, and new reflections that deepen our own understanding of the landscapes we work in every day.

In that sense, every student trip is a learning experience for us as well. We are grateful to the students and faculty of Moorestown Friends School for their curiosity, openness, and thoughtful reflections. For allowing us to be part of their journey and their story.

This is what field-based learning looks like in practice.

From 15 – 19 March, a group of nine teachers from the Reykjanes Peninsula participated in a professional development mobility to Denmark as part of the Erasmus+ project “Tides of Change: Sustainability and Climate Awareness in Coastal Regions through UNESCO School Collaboration.” 

The project is led by the Federation of Municipalities in Suðurnes Region (SSS), with GeoCamp Iceland, Reykjanes UNESCO Global Geopark, and all primary schools in the region as active partners. It focuses on strengthening climate education, ocean literacy, and field-based learning across UNESCO schools through international collaboration.

The participating group represented eight of the ten primary schools within the Reykjanes UNESCO Global Geopark. All participants are teachers engaged in UNESCO school activities, with a shared focus on sustainability education and outdoor learning.

The mobility programme in Denmark centred on job-shadowing and knowledge exchange with UNESCO schools and geoparks. The first visit took place in Odsherred UNESCO Global Geopark, where participants explored practical approaches to outdoor education and place-based learning. The programme demonstrated how geoparks can actively support schools in developing localised, nature-based education and strengthen connections between communities and their natural environment.

Further visits included Rantzausminde School in Svendborg, located within Geopark Det Sydfynske Øhav. The school emphasises international collaboration, cultural understanding, and strong integration of practical and creative subjects, including maker spaces and hands-on learning environments.
Participants also visited Revsvindinge Friskole, gaining insight into the Danish “free school” model, where schools are independently operated with strong parental involvement. The visit highlighted alternative approaches to education, student engagement, and community-based learning.

A key example of sustainability education was observed at Holluf Pile School in Odense, a long-standing UNESCO school. The visit focused on the “From Garden to Stomach” programme, where students engage in growing, harvesting, and preparing food. This initiative integrates environmental awareness, food literacy, and outdoor learning into the curriculum, supported by well-developed outdoor facilities and learning environments.

The mobility concluded with participation in the Big Bang Science Education Conference in Odense, providing exposure to a wide range of teaching methods, workshops, and educational resources in science and outdoor learning.

This mobility is part of a broader Erasmus+ initiative aiming to enhance teacher competencies in climate resilience, outdoor education, and sustainability, while strengthening collaboration between UNESCO schools and geoparks in coastal regions. The knowledge and practices gained during the visit will be implemented across participating schools in Reykjanes, including through the development of lesson plans, outdoor learning activities, and UNESCO Sustainability Weeks.