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
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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.

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.

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.
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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.

 

00:00:02

Hello to you, Alma? Yes, hello. Now we are sitting here chatting about the Academy, the European project. My name is Sigrún and I am the project manager of education or training matters here at Reykjanes Járvöng and Geokamp Æsland. and I have been working on this academic project for just about three years now. and you have been helping me has participated in this a little. Yes. Do you want to tell me about yourself? Yes, I am 31 years old, a family woman. and have been teaching for 10 years. I have a master's in teaching natural sciences and have mostly been teaching at this kind of middle school level. in the styling so often the most fun people to teach. Thank you for sharing. and Yes, I just I would have really enjoyed the academic journey.

00:01:00

This has been just fun. Let us. How did this happen to you like this? Now it's just about two weeks since you came with us to Florence. Yes. It is. it is here we went in October 2004 and It was naturally a dream setting to attend such a course in Florence, which is naturally a really beautiful place. and have been here sitting there a lot. learned about oneself course. and many cool things. as I could immediately use with my mentioned. which is always what I find to be desirable. in such peace. that this is something I can take and use just tomorrow. Yes, just taken applied into what you love to do. And here, as a scene, I was like this that we had a tape week in Florence and who really chose these five methods?

00:02:04

Out of these ten? Yes. an exciting and creative approach that the Academy is based on. And this was set up so that we were before the feast and after the feast. That we. So we took two approaches to it. And then there was always a presentation meeting and then such satisfaction in the end. Oh. I naturally determine my methods based on what suits. me and my teaching and my area of interest. and There comes something like this here steering and technique and Oh. such these partial creative ways to use in teaching. and I naturally chose those methods. All of it. But in to that you of course were working or have been working mostly with teenagers like this. Was there something about this method that went?

00:03:03

fastest into the core in the head or maybe used best or most. Yes and what comes such a great surprise was to bring theater into the nature fjord community awakening. I am not used to teaching much social order. But I did it, it has kind of added to me. and really fun. For example, I am the method and dream man education. This is kind of a jumble of various things that I learned in teacher training. It deepened my understanding of certain methods. and I began to apply. These methods. almost as soon as we got home. Look now it has become very like this What do you say, it doesn't say much drama and education says just a little more to give a little more skin but can you just explain something like this briefly for example I am what, how you used it not but can you give an example Yes, we set this up in connection with political science we were here.

00:04:15

fari í with counterarguments, such ethical considerations. The Hildar project was that they were to prepare a political party in connection with the parliamentary elections here. and In order to make progress in that work, we needed to help them find it. their opinions, what their causes are. what is something that is worth it to fighting for. So we start by going to just like this with and against, just individually frustrated about what you think. Or best in this chocolate. One just starts simply, one just starts to break it down. and then we just put this up in just like this Such moral issues concerning the age of consent. Oh. how to start paying taxes, how to have alcohol sales how to or Yes, just various things for them. For them, they changed the colors.

00:05:25

We didn't go into road transport and walking even though it is certainly. language and parliament, then we went like this with them. Yes, something they could perhaps relate to and found feelings for. Yes. It is built up, yes. And I found it, to mention it, that it took everyone quickly. Yes. At their own expense. Thank you for listening. Warmth. just like in our school system, there are all kinds of people, with all kinds of backgrounds. Both languages, social, all kinds of challenges and and failures and others. Everyone participated on their own terms. It is very cool. I am the method builder based on this kind of Socratic dialogue, this argumentative technique. and It is just simple methods. I always thought that when we try this in the course itself.

00:06:19

that to line up for example according to what opinion you have from now up to ten. It was this strong. I thought, although this is a very simple method. And so it is really perhaps sometimes to work with the fact that one after such tries perhaps to align people, trying to pull them closer to one's own opinion or something else. But this is something with one. Set a man in the spotlight here, what opinion do you have? You have lined up. Yes. And it is really difficult. It is just what I found difficult that they are completely. I am surprised by how strong this was in my circumstances. whatever was a tool in the toolbox. Absolutely like that you are there too in such a good way to anyone.

00:07:08

To take a stand. You can certainly be neutral, you can just go with yours. or you can say Ööö Sundae ice cream is good. but I prefer caramel in the dessert. You can take this diplomatic route. Yes, yes. But then we don't have to worry about how we can do that. in a respectful manner. It is also a lesson. And exercises in how to speak. Yes. And so there was here one of these methods that we intended to try, I don't know if you use it, it was when we stood like this in a circle and were supposed to talk to each other, there was some outer circle and we were supposed to discuss together. bear work value. Ui, use this in. Let's talk to the group that I mentioned.

00:07:51

and I use that it is more specifically to emphasize Icelandic texts. here you come to the world war and we were taking the world war for and all score fun discussions. That is what. continues in times and after. Yes, yes, yes It wouldn't have been easy to let go? No. It wouldn't have been easy to let go? and one way when we started using methods like here that relate more to drama than education It is that. But. many are very different in these methods. That it is here. Just ask if you can do more like this. Yes. They just find especially kids who... It may be difficult with large writing projects. They just think they are okay. This is very fun and I can do this.

00:08:47

And there is so much that comes as a surprise about it, drama in education, the method that is theater in education or theater in the classroom, that this is naturally not about anything but to set up some play. No, not at all. This is more about putting oneself in someone else's shoes. in different ways, sometimes maybe as a group, sometimes as two people talking to each other. and sometimes here in reality in conversations or in dialogues Sometimes if a person puts themselves in, they might get something important. that here, you know that I might be Hermann's mother in the Second World War. At times, I find it good to talk about it as well to put oneself in an additional role. That is to say, you are not the spiritual husband but rather, you are a relative.

00:09:29

Either a word problem or a witness. Or or something or as a tour. and there are so many things really that scared to do with this in such a simple easy way. For example out in nature and the word hike. and looks, here is a pond, here are birds, here are fish and all kinds of what is, let’s put ourselves in the shoes, what is this duck thinking and what is the fish thinking and what is the man thinking, where is it going, what do I want to be. just a small example of our price manipulation here in Reykjanes. to draw up this picture, now you are always coming directly to the sea, you have been fishing all day. and here is going to walk home to the fishing hut something that might not be a very remarkable house shelter.

00:10:14

and you are wet and it is evening and hungry and what is there to offer? Yes. It is not necessarily to save that there is only one fuzzy fire. No, it is probably just cold. Probably cold and not even that you know you can dry your feet and lie back in the earlier days. What are you talking about on the way home to the store? and you added two and two together. and here, I have used this when I am giving birth with groups here about the smoking habit And this is really, you know, all of a sudden you have to step into these situations. and instead of traveling sometimes we hear it being like this yes, this has been a vósbúð, what is your vósbúð.

00:10:48

It is exactly this that you are experiencing when you set these tracks. So theater in the choir room or in education. It is not really It is not a play, it is always always another thing. Yes, it can definitely be part of it. It can be that, but as a teaching tool. then this is much more diverse. And for example, if we perhaps moved a little over to Creative Steam. when I have also used when, for example, this is indeed the methods we took when Nikulas showed us the method, it was the boat. Yes. I mean I am so in the boat. a painting with a picture of this that was a trigger and I let mentioned through this Oh. Then they went this way to realize the goal of those who set out to teach buoyancy.

00:11:43

Yes. Exactly. but why doesn't the boat sink with all these individuals, all this equipment. And I much with the wave action. Why is the boat not sinking? Why doesn't it make sense to entertain for the sake of entertaining? Thank you for that. which is quite this is such a huge mass, this is so you. Yes. Why don't you come down? why quickly want to quickly. and to set this up in such a play and they have become Oooooo Part. Yes. They are not just observers, they are participants in teaching. and it just gives they miss you so much. These are the moments they remember. It really does. You don't remember the astronomy test or the multiplication test. It is a spelling project. You remember as creative. You would get cut.

00:12:41

So you step into some role and step out for the sake of the device, maybe? You were in the comfort zone, you first did not go out for the comfort of man. which is a memory but not a good memory. We want to create good memories and then we must go a little beyond that limit. It is just so horrible. and just like always there were all kinds of these methods in academia too. We were always working with gamification, which is gameification nights. and here what got me worked up is like this made to play or play made to study it was really both the youngsters. and then we had uh. It was also a somewhat remarkable method. Very enjoyable. Yes, you can tell us otherwise about what you mainly took out of working with.

00:13:33

Yes, what I took most from it is just that this is a way to teach scientific methods. In an enjoyable way. Yes. The children are led through. Decide on the tools. is set up in such a way that every writing needs to be recorded. Exactly. and after never developing ability then you can give them Míspunatilegð pin karl. There are plenty of ready-made tasks. And I just tried to use the technology to translate a project even though it was in a language I understood nothing of. The videos that are on the site are also very helpful. Yes, so the talent maker comes with a bit of a good project bank. A very cool project bank. to help a person too I want I have a project and mainly a project that is not in the project bank.

00:14:31

That's it. And they gave in the foundation. Yes, yes, because that is of course also part of it that you don't necessarily just take on tasks and present them. You are here to use all of this as a focus on something that fits into them. and this leads through it. both just good professional work methods. that it is not just built in the final product you have to show You must show respect for the process. and develop yourself. so that you can achieve the final price. This is described. not just about the results, it controls the process. And so you say the process needs the speaker to work on the participants. We work on the participants, yes. And you were here with a nice workshop up in Akranes like this method.

00:15:22

Yes. and just in very brief terms, it can be said what that project Fjallæg is about. Yes. We just start by going over what is involved in this resource. It can be useful for kernels. and then the test with the project where you were designing. Neighborhood? Yes, the neighborhood only tries around the school, or was it just some kind of unfair neighborhood? It was an unfair neighborhood; most people lived near the school. and Markir saw opportunities. especially perhaps younger ban teachers that he can improve the schoolyard better than around every school area. You are using this in environmental education. And traffic education. And traffic education and and as it gets older, it can go more into just so-called that How is society, what does it entail? What needs to be present in modern society?

00:16:23

what improvements would we make. and more in that vein. and that is why to connect this into astronomy. and proportions and make this bigger. Shorten the learning too and a little. Oh. As great as this school is, it works with integration. That is exactly what it is about. Really great shoe job. Yes. that very tamed come our But then she is The place where we haven't mentioned it is really everything related to the method of sorcery. Yes. and maybe we didn't quite get it. Ehhh. we might have sent quite a lot with it. that it didn't build so much on the character of Sara who was our teacher outside, she was always so magnificent just absolutely amazing and she stepped into this to tell stories and went into costumes and told a story about from the beginning of the universe and how our solar system was formed and other things, and just me as a complete individual completely overwhelmed by listening to how this can be.

00:17:31

And I think it was maybe just a little foolish to try to follow in her footsteps. Yes. But maybe what I take away from this is. what matters a lot is to tell stories and as perhaps a teacher or beginner or guide from where the project or the role you have to dare to step into it to tell stories he does so with flair And don't drag the participants into it too much. She also had that which we got in the role on the stage. Yes, she just creates a home. hemmi. And you step into the world. And although it is a requirement, you get to be in solid form or liquid form or You are some number or some form or After you. what they have been teaching.

00:18:18

But what one although her character is such a large part of this. which will be a mess. and which I will become a teacher who does not have extensive knowledge and is opposed to that in methods. and then this was still Such inspiration How can I help you? I take more part-based things. into my core time. as it is in montague to teach pre-writing. with concrete data before I go into the technique. that they realize that these instructions In example, the gray is with you. Just like cups gathered together. If something clicks, then it doesn't work. Go ahead. Yes, yes, yes. Exactly, to get to play with your hands, with things that are the same arrangements as one is doing in, for example, simple parenting, here, the teaching parent script that is using this.

00:19:27

It was also incredibly cool to have that opportunity. and now it is short until we need to finish this conversation is something like this that I would like to specifically mention just finally regarding something you envision trying further or what you absolutely do not want to let happen It is first just important that such projects continue. Thank you for listening. a kind of view patrol vessel. that teachers need a steady source of inspiration and tools and reminders about something that you learned in the course, something that you have learned before, something for Ehhh. You did not help him at all. Yes, and that is basically the main thing I take away from this project. It is to come up a little bit out of. helps him.

00:20:23

And maybe just hold on to the title of creative and inclusive teaching experience? Yes, because it is just such a big part of our teaching. and try to find ways for everyone to always be able to. Yes, to be mentioned. We have indeed pondered a lot about how best to proceed with this large and fine project, how we can ensure. that this does not get stuck and here we see it would be good for us to look this into really maybe like an end-to-end program. for Icelandic and foreign teachers who might come to us and and I just want to incorporate this into being outdoors in some way. Especially. Yes, because Most of this is not tied to any specific environment.

00:21:09

No, unless you just set the numbers to always be in the foreground, but that is naturally just the closing part perhaps. you can have a device. As long as you have a delay, you can be out in nature. And you can also do this the same way. You can start some work outside and finish it. And it is often that which also becomes necessary to seek some common ground in that context. And this has definitely been a very enjoyable time, and one has always gotten to know a lot of good people. But somehow, it has also provided a completely new inspiration in the creative world. Although we discuss this struggle outside the book. Dear thank you for coming to talk with me and Alma and very proud that this has benefited you and your names and hopefully just strengthens everyone for the better. Good, thank you. Thank you.

At the beginning of March, GeoCamp Iceland welcomed a group of 19 teachers from Denmark who visited Iceland as part of an Erasmus+ KA1 job-shadowing mobility organised by UCL University College in Denmark. The visit focused on learning more about outdoor education and natural science teaching in Icelandic primary schools, and how local landscapes can be used as an active learning environment.

During their stay, the teachers visited two primary schools in Reykjanesbær – Heiðarskóli and Háaleitisskóli. There they were introduced to everyday school life and had the opportunity to observe a variety of regular classroom lessons with different teachers. The visits provided insight into teaching practices in Icelandic schools and created space for discussions about pedagogy, student engagement, and ways of connecting classroom learning with the surrounding environment.

Introducing the ACADIMIA Project

The programme also included an introduction to ACADIMIA – the European Teacher Academy for Creative and Inclusive Learning, an Erasmus+ project that brings together partners from across Europe, including GeoCamp Iceland.

ACADIMIA focuses on strengthening teacher education through creative and inclusive teaching approaches, supporting educators in developing new methods that can engage diverse groups of students. The project promotes practices such as creative learning, collaborative teaching approaches, and innovative pedagogies that help teachers create more inclusive and engaging learning environments. Through international cooperation and training activities, the project aims to build a strong European network of educators sharing ideas and experiences.

Reykjanes UNESCO Global Geopark as a Classroom

GeoCamp Iceland also guided the group on a full-day field excursion across Reykjanes UNESCO Global Geopark. The excursion focused on how landscapes shaped by volcanic activity, geothermal energy, and coastal ecosystems can serve as an extended classroom for science and environmental education. Throughout the day, discussions centred on how teachers can use natural environments to support observation, inquiry, and hands-on learning.

The programme included a visit to Grindavík, where the group experienced the dynamic conditions of the Reykjanes Peninsula firsthand, along with some authentic Icelandic weather, as the day included a refreshing snowstorm during the outdoor activities.

The visit concluded at the Suðurnes Science and Learning Center (Þekkingarsetur Suðurnesja), where the Danish teachers were introduced to the centre’s work in marine research, environmental monitoring, and science communication.

International Exchange Through Education
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The visit provided an opportunity for professional exchange between Icelandic and Danish educators and highlighted how international collaboration, outdoor learning, and creative teaching approaches can enrich education both inside and outside the classroom.

Field-Based Learning, Scientific Literacy and Teacher Empowerment

On 27 February 2026, GeoCamp Iceland participated in the annual Professional Development Day for Icelandic upper secondary schools. Around 1.700 staff members from 26 schools across the country gathered in Reykjavík for a day dedicated to dialogue, innovation and strengthening educational practice.

At Kvennaskólinn in Reykjavík, more than a hundred science teachers came together for a dedicated programme where GeoCamp Iceland delivered the keynote presentation. Ólafur Jón Arnbjörnsson and Sigrún Svafa Ólafsdóttir addressed a central question: how do we strengthen scientific literacy and increase student interest in science through field-based and outdoor learning?

Education in Reykjanes Geopark

The message was clear. If we want students to truly engage with science, learning must connect to real environments and lived experience. Nature is not an “extra” component of education, but should be treated as one of our most powerful classrooms.

Through collaboration with Reykjanes UNESCO Global Geopark, schools and industry partners, GeoCamp Iceland has worked systematically to develop curriculum-linked, field-based learning environments where geology, climate science, renewable energy and sustainability are explored in authentic contexts.

Professional Development

The presentation placed strong emphasis on teacher empowerment as a strategic priority. Professional development is not about handing out new materials or isolated methods; it is about building confidence, strengthening professional identity, and creating structured space for educators to lead innovation themselves. When teachers feel secure in outdoor settings, in interdisciplinary thinking, and in facilitating inquiry-based learning, real change happens in classrooms.

In this context, ACADIMIA plays a central role. The project is not merely an exchange of good ideas — it is a European framework for rethinking how outdoor education and active methodologies are embedded in school systems. Through international collaboration, shared field experiences and structured reflection, ACADIMIA equips teachers with practical tools, pedagogical strategies and the confidence to integrate field-based learning into mainstream curricula. It moves outdoor learning from the margins to the core of educational practice.

Together with other international partnerships, ACADIMIA demonstrates that cross-border cooperation is not an added bonus; it is a catalyst. By connecting educators across countries, disciplines and landscapes, we accelerate innovation and support teachers in leading transformative, research-informed learning experiences that prepare students for the environmental and societal challenges of the future.

To change the world, we must first understand the Earth

The strong engagement and discussions throughout the day confirmed what we already know: the commitment to strengthening science education in Iceland is profound. The next step is to continue building bridges — between schools and communities, between science and society, and between classrooms and landscapes.

To change the world, we must first understand the Earth. And that begins outdoors.

Vísindalæsi, útinám og framtíð raunvísindakennslu

Þann 27. febrúar 2026 fór fram árlegur Starfsþróunardagur framhaldsskólanna víðs vegar um höfuðborgarsvæðið. Alls tóku um 1.700 starfsmenn frá 26 framhaldsskólum þátt, bæði af höfuðborgarsvæðinu og landsbyggðinni. Dagurinn var helgaður faglegri umræðu, miðlun reynslu og þróun skólastarfs til framtíðar.

Í Kvennaskólanum í Reykjavík komu yfir 100 raungreinakennarar saman og þar fékk GeoCamp Iceland það hlutverk að flytja aðalerindi dagsins. Ólafur Jón Arnbjörnsson og Sigrún Svafa Ólafsdóttir fjölluðu um leiðir til að efla vísindalæsi og auka áhuga nemenda á raunvísindum með vettvangsnámi og útikennslu.

Meginskilaboðin voru skýr. Ef við viljum efla skilning og kveikja áhuga þurfum við að tengja kennsluna við raunveruleikann. Náttúran er ekki viðbót við kennslustofuna, heldur sjálf kennslustofan. Með markvissri uppbyggingu í Reykjanes UNESCO Global Geopark hefur verið unnið að því að nýta svæðið sem lifandi námsumhverfi þar sem jarðfræði, loftslagsmál, endurnýjanleg orka og sjálfbærni eru ekki abstrakt hugtök heldur áþreifanleg viðfangsefni.

Í erindinu var einnig fjallað um hvernig GeoCamp Iceland hefur byggt upp samstarf við skóla á öllum skólastigum á svæðinu, jarðvanginn, háskólasamfélagið og atvinnulíf. Sérstök áhersla var lögð á faglega þróun kennara og mikilvægi þess að styðja þá í að þróa nýjar kennsluaðferðir sem byggja á virkni nemenda og reynslunámi. Þar var meðal annars sagt frá Acadima verkefninu og öðrum alþjóðlegum samstarfsverkefnum sem styðja við nýsköpun í kennslu og útinámi.

Umræður í kjölfar erindisins sýndu skýrt þann metnað og áhuga sem býr í íslenskum raungreinakennurum. Þörfin fyrir að styrkja tengsl milli skóla og samfélags, milli fræða og atvinnulífs, og milli kennslustofu og landslags er augljós ... og viljinn til staðar.

Framtíð raunvísindakennslu byggir á því að gera námið merkingarbært og tengt umhverfi nemenda. Til að breyta heiminum þurfum við fyrst að skilja hann ... og til þess þurfum við að fara út úr hefðbundnu kennslustofunum.

On 10 February, Grundaskóli in Akranes hosted a vibrant afternoon of professional development, welcoming over 50 teachers to participate in a series of ACADIMIA workshops focused on creative and inclusive teaching methods.

The workshops, organised in collaboration between the School of Education at the University of Iceland and GeoCamp Iceland, form part of the international Erasmus+ project ACADIMIA. The event demonstrated strong interest among educators in approaches that actively engage students, foster critical thinking and respond to the diverse needs of today’s classrooms.

Two Parallel Workshops – One Shared Vision

The programme offered two parallel 80-minute workshops, each presenting a distinct but complementary pedagogical approach.

Gamified Learning was led by Tryggvi Thayer and Skúlína Kjartansdóttir from the University of Iceland’s School of Education. The session explored how game design principles and playful challenges can increase student engagement, motivation and problem-solving skills. Participants discussed practical strategies for integrating game mechanics into everyday teaching, particularly when working with diverse and mixed-ability student groups.

TalentMaker – Talent-Based Learning, facilitated by Ragnheiður Alma Snæbjörnsdóttir from Akurskóli, focused on activating students’ strengths through creative and flexible project work. Developed in blended learning environments following the Covid pandemic, the method allows students to work independently, in pairs or in groups, while building on Howard Gardner’s theory of multiple intelligences. The emphasis is on recognising and nurturing different talents within the classroom.

Part of a Broader European Collaboration

The workshops in Akranes are part of the wider ACADIMIA Erasmus+ project, in which GeoCamp Iceland and the University of Iceland are partners. The project brings together 11 creative teaching methodologies developed across Europe into one coherent framework. These methods draw inspiration from Montessori pedagogy, theatre and dialogue practices, gamification, and creative coding.

ACADIMIA aims to develop a shared curriculum on creative and inclusive teaching approaches and to deliver a series of teacher training workshops across all eight partner countries. In the long term, the ambition is to build a professional platform where educators can exchange ideas, inspire one another and integrate innovative methods directly into increasingly demanding school environments.

A Valuable Opportunity for Local Schools
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For Grundaskóli and the wider educational community in Akranes, hosting the ACADIMIA workshops was a significant opportunity. The strong turnout reflects a growing interest among Icelandic teachers in practical, research-informed and internationally connected professional development.

The success of the event confirms that creative, inclusive and student-centred approaches are not trends — they are essential tools for modern education.

GeoCamp Iceland is proud to support this ongoing collaboration and to contribute to strengthening teacher capacity both locally and across Europe.

The UNESCO Schools Education Camp (Menntabúðir), held on 2 February at Gerðaskóli in Garður, provided an important platform to highlight ACADIMIA – the European Teacher Academy for Creative and Inclusive Learning and its growing role in teacher development in the Reykjanes region.

Menntabúðir brought together over 100 educators from preschools, primary schools, and upper secondary schools across the region. Designed as an open and collaborative learning space, the event focused on sharing practice, building professional connections, and strengthening education linked to sustainability, global citizenship, and place-based learning within Reykjanes UNESCO Global Geopark.

As part of the main programme, Sigrún Svafa Ólafsdóttir presented ACADIMIA to all participants, outlining the project’s vision, pedagogical approach, and concrete outcomes in Reykjanes. The presentation generated strong interest among educators and sparked discussion around the need for professional development that is practical, inspiring, and closely connected to everyday teaching realities.

ACADIMIA is a European teacher training initiative that focuses on creative learning, inclusion, and active teaching methodologies, supporting educators in developing new approaches that can be applied across subjects and learning environments. In Reykjanes, the project has gained exceptional momentum. To date, close to 100 teachers from the region have participated in ACADIMIA training activities, representing approximately 20% of all teachers in Reykjanes. This level of engagement makes Reykjanes one of the strongest regional examples of ACADIMIA outreach and impact.

The presentation at Menntabúðir also highlighted how ACADIMIA complements and strengthens ongoing work within the UNESCO Schools network and Reykjanes UNESCO Global Geopark. The event was held in close collaboration with the United Nations Association of Iceland, which coordinates UNESCO school activities at the national level, reinforcing the connection between local educational development and the wider UNESCO framework.

Through ACADIMIA, teachers in Reykjanes have engaged in hands-on workshops, creative learning processes, and peer-based reflection, often linked to outdoor learning, sustainability education, and cross-curricular teaching. The project aligns closely with GeoCamp Iceland’s approach to education: learning that is active, relevant, and rooted in local context, while connected to international perspectives and collaboration.

Highlighting ACADIMIA at Menntabúðir positioned the project firmly within the broader educational ecosystem of Reykjanes. Alongside UNESCO Schools initiatives, Geopark-based learning, and sustainability-focused education, ACADIMIA contributes to building a strong professional learning community that spans school levels, disciplines, and municipalities.

For GeoCamp Iceland, the Menntabúðir presentation marked another important milestone in translating European education projects into meaningful local impact. ACADIMIA is no longer simply an international training programme hosted in Reykjanes; it has become an integral part of ongoing teacher development in the region.

As interest and participation continue to grow, ACADIMIA will remain a key tool for supporting educators in Reykjanes, strengthening collaboration across schools, and ensuring that innovative, inclusive teaching practices are embedded in everyday learning. Menntabúðir clearly demonstrated both the scale of this work and the strong commitment among teachers to shaping the future of education together.

On 19 January 2026, ten educators from across Suðurnes came together at Gerðaskóli in Suðurnesjabær for an inspiring professional development workshop focused on creative and inclusive teaching methods. The event was organised by GeoCamp Iceland as part of the European ACADIMIA project, which promotes innovative approaches to teacher education and creative learning environments across Europe.

Teachers from Gerðaskóli, Háaleitisskóli, and Akurskóli primary schools, as well as Tjarnarsel kindergarten, participated in the afternoon workshop, exploring new ways to strengthen student engagement, inclusion, and creativity in the classroom.

The training introduced two innovative educational approaches that are being developed and shared through the ACADIMIA network. The first session focused on SBL – Strength-Based Learning, a method that encourages students to shape their own learning pathways based on their strengths and abilities. The approach provides flexible assessment frameworks that allow students to progress through observation, imitation, creativity, and originality while supporting diverse and multicultural classrooms.

The second session introduced CLEAR – Creative Learning Approach, where drama, storytelling, role-play, and creative expression become central tools in teaching and learning. Participants explored how creative methods can be integrated across subjects in compulsory education, combining curriculum content with theatre techniques, body language, collaborative storytelling, and experiential learning.

The workshop was led by educators Sara Ross Bjarnadóttir, Sigrún Svafa Ólafsdóttir, Ragnheiður Alma Snæbjörnsdóttir, and Freydís Kneif Kolbeinsdóttir, who shared practical examples and hands-on activities with participants throughout the afternoon.

Events such as this reflect the growing emphasis within the ACADIMIA project on empowering teachers with methods that support inclusion, participation, creativity, and student wellbeing. By bringing together schools from across the Reykjanes region, the workshop also strengthened local collaboration and professional exchange among educators working towards more engaging and student-centred learning environments.

GeoCamp Iceland continues to play an active role in connecting international educational innovation with local schools and communities through outdoor learning, STEAM education, and teacher professional development initiatives.

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

A European Vision Anchored in Local Practice

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

A Regional Effort with Wide Participation

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

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

Strengthening Collaboration, Creativity and Confidence

Teachers report that these methods bring immediate value:

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

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

A Long-Term Investment in Education

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

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

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

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

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

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

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

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

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

Gunnhildur Björnsdóttir
Teacher at Grundaskóli Primary School in Akranes, Iceland

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

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

A European Collaboration for Innovation in Education

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

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

Iceland’s Role and Local Impact

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

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

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

A Three-Day Programme of Ideas and Practice

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

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

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

Building a Lasting Legacy

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

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

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