News that Reynisfjara has “dramatically shifted” has travelled fast. Basalt columns now stand in the sea where sand once buffered the cliffs. Sections of beach have been eaten away. Access points look different. Visitors are surprised. Locals are unsettled.

But this is not new. This is Iceland.

We live on an island that is constantly being reshaped. Volcanoes build it. Glaciers carve it. Rivers rearrange it. Wind strips it bare. The North Atlantic tests it daily. The land gives and the land takes.

As with the rest of the Icelandic coastline, Reynisfjara has always been dynamic. The black sand is not permanent ground. It is volcanic sediment in motion. Strong easterly winds and persistent winter surf have simply accelerated what the ocean has always done along the South Coast. Moving material, redistributing sand, exposing rock, reclaiming space.

And sometimes, it reverses.

Arnbjörn Ólafsson
​Managing Director of GeoCamp Iceland

I was contacted by a couple of students from Moorestown Friends School ahead of their study visit to Iceland in March. They were preparing a blog post about their second day on the Reykjanes Peninsula. Their questions were simple and thoughtful.

• Do people live near the Mid-Atlantic Ridge?
• How do locals feel about tourism?
• How can we be respectful and thoughtful visitors?
• And how did you end up doing this work?

Good questions. The kind that make you pause before answering. Their curiosity made me reflect on something I think about often, but perhaps do not articulate enough.

What does it actually mean to be a conscious and curious traveller today?

I travel a lot. Mostly for work. Projects in Europe. University visits in the United States. Meetings about regenerative tourism in the Arctic. Teacher training workshops in global geoparks. The irony is not lost on me: I once promised, upon graduating, that I would never set foot inside a school building again. Since then, I have built a career around education, field learning and international collaboration.

And yet, no matter where I go, I always come home to Iceland. There is something deeply Nordic about that rhythm. Travel out. Come back wiser. Or as a recent Icelandic lyric says: "Hver vegur að heiman, er vegurinn heim". Every road away from home, is also the road leading back home.

Að fara í víking

The early settlers of Iceland did not actually call themselves Vikings. The word “Viking” was a verb. To go viking meant to travel, to explore, to trade, occasionally to behave badly (we have improved since then). But crucially, it also meant to return home with stories, skills and perspective.

That part of the tradition is worth keeping.

Today, travel is easier than ever. Flights are frequent. Destinations are curated. Landscapes are photographed before they are understood. But being a traveller in today’s world requires something more than movement. It requires awareness.

Over the past twenty years working in education, sustainability and international cooperation — from vocational training networks to renewable energy programmes to outdoor STEAM education across Europe  — I have come to believe that the most important skill a traveller can develop is not efficiency, but attentiveness.

Glöggt er gests augað

The Icelandic proverb Glöggt er gests augað translates roughly to “the eye of the visitor is keen.” A visitor sees what the local no longer notices. The blackness of a mountain. The cracks in the pavement. The quality of the light. The contradictions in society. The opportunities in your own trait you may have quietly ignored.

But the proverb also carries responsibility. If your eye is keen, you must look carefully — and respectfully. And here is the paradox of being “global” in today’s world. We often think it means looking outward: travelling widely, understanding other cultures, expanding horizons. And it does. But true global awareness also requires the courage to look inward.

When you see another culture clearly, you inevitably begin to see your own more critically. Your habits. Your assumptions. Your blind spots.

A conscious and curious traveller does both. They observe the world — and they examine themselves within it. That is where travel becomes more than movement. That is where it becomes growth.

So what does it mean to be a conscious and curious traveller today?

1. Landscapes are not just backdrops (and definitely not just for Instagram)

First, it means understanding that landscapes are not stage sets designed for our arrival. They are living systems, shaped by forces far older and far more powerful than us.

When you stand on the Mid-Atlantic Ridge in Iceland, you are not just posing between tectonic plates. You are standing in a region where communities have felt earthquakes beneath their homes and where volcanic systems are part of everyday reality. When you visit a glacier, you are not simply ticking off a landmark. You are witnessing climate change in real time.

The truth is that most travellers have already “seen” these places long before they arrive. Through social media, drone footage, curated reels and filtered sunsets. But there is a difference between consuming an image and experiencing a place.

Curiosity should lead to better questions. Not just “How do I get the best photo?” but “What shaped this landscape?” “How is it changing?” and “Who lives with these forces every day?”

A conscious traveller understands that the view is not there for you. You are there to understand the view.

2. Contribute more than you consume

In our work with regenerative tourism, we often ask a simple question: How can travel leave a place stronger than it found it?

It's not only about minimising your carbon footprint, it's about how you can leave a positive impact. That might mean supporting local producers. It might mean travelling outside peak seasons. Talking to a local person and learning about their lives. It might mean listening to a guide tell a long story rather than rushing to the next viewpoint.

Sometimes contribution is small and practical. Picking up litter that is not yours. Staying on marked paths. Respecting closures even when no one is watching.

I promise you — no one has ever regretted leaving a place slightly better than they found it.

3. Adaptability is a skillset (and in Iceland, often a survival strategy)

Third, it means staying adaptable. I have lived in Denmark for over a decade and spent a couple of years in the United States. Working across cultures has taught me that adaptability is the ability to feel at home while fully aware that you are not at home.

In Iceland, adaptability is more than a soft skill. It is embedded in our culture. When you live with shifting tectonic plates, unpredictable weather and frequent volcanic eruptions, flexibility is not optional. Plans change. Roads close. Nature sets the agenda. You adjust accordingly.

That mindset has shaped how Icelanders think and act. We improvise. We pivot. We rarely assume tomorrow will look exactly like today.

For a traveller, adaptability is humility in action. It means recognising that your way is not the only way. That weather may rewrite your schedule. That people you come across may point you in a direction you did not anticipate. That sometimes the best experiences happen because the itinerary failed.

Or as we say Þetta reddast. It will work out — not because nothing goes wrong, but because we adapt when it does.

4. Let the journey influence you

When we host students at GeoCamp Iceland, we often tell them that travel is not about collecting places. It is about collecting perspectives, memories and stories. If you return home exactly as you left - with the same assumptions, same certainty, same worldview - then you may have moved geographically, but you have not really travelled.

Through the eyes of visitors, I constantly rediscover my own country. Their questions make me pause. Why do we do things this way? Why have I stopped noticing that? Their observations reveal details I had quietly filed away as ordinary.

Travel should do that to you. It should unsettle you slightly. Stretch you. Challenge your habits and your confidence. Not in a dramatic way, but in a reflective one. That is the real exchange. Not just economic. Not just cultural performance. Mutual learning.

Perhaps this is where global citizenship truly begins — not with how many countries you have visited, but with your willingness to examine yourself in light of what you encounter.

The journey should influence you. Otherwise, it was just transportation.

5. Slow down, you’re not a drone

And finally, being a good traveller means slowing down. Not everything needs to be documented. Not every moment needs to be uploaded instantly. Some landscapes deserve to be experienced without a lens between you and the wind.

Stand still. Feel the ground beneath you. Listen to the birds — or in Iceland’s case, listen to the wind. We have a saying: Lognið fer hratt yfir or the calm passes quickly. On the surface, it is a tongue-in-cheek reference to Iceland’s notoriously windy conditions. Even calm weather rarely lasts long. But it is also a reminder that moments are temporary. Stillness is fleeting. If you are always adjusting your camera angle, you may miss the calm entirely.

Travel, at its best, is education. It is philosophy in motion. It is project management without a Gantt chart. It is STEAM learning without classroom walls.

Vits er þörf þeim er víða ratar (Wisdom is needed by those who travel widely)

These words of wisdom written by the early settlers a millennium ago are as timely today as they were then. Movement alone is not enough. The more ground you cover, the more judgement you must carry with you. Travel without reflection is just logistics. Travel with awareness becomes growth.

So yes, go full viking. Travel widely. Be curious. Ask difficult questions. Explore new cultures. Taste unfamiliar food. Get slightly lost. And when you take a wrong turn — pay attention. That is often where the learning begins.

But leave the plundering behind.

Return home with stories, skills and a better understanding of the world ... and of yourself. Because in the end, the most important destination is not the place you visit. It is the person you become on the journey.

As John Lennon wrote, life is what happens to you while you are busy making other plans. The same is true for travel. The most valuable lessons rarely arrive on schedule. They appear in delays, in wrong turns, in conversations you did not plan to have, in landscapes that you stop to notice, not through the lens, but truly observe.

I once vowed, quite confidently, that I would never set foot inside a classroom again. Today, I realise that every day has become one. Cities. Airports. Conference halls. Fishing villages. Lava fields. Geothermal pools. Sitting at kitchen tables. Listening to stories that shift your assumptions.

The world has a way of educating you.

If you let it.

Arnbjörn Ólafsson
Managing Director, GeoCamp Iceland and a modern-day Viking (minus the plundering)

When students stand on the edge of a glacier in southern Iceland, they’re not just looking at ice—they’re witnessing change in real time. The cracks in the ice echo through the valley, the meltwater pools where there was once solid ground, and suddenly, climate change becomes more than a statistic. It becomes personal.

“That kind of direct observation is powerful,” says Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland. “It transforms the climate crisis from something abstract into something immediate and deeply human. We’ve seen students pause, visibly moved by what they’re seeing—and that’s a moment they carry with them.”

One student told us: ‘I didn’t truly understand the effects of climate change until I stood next to a glacier, heard the cracks as it melted, and found myself tearing up.’ That’s a moment you don’t forget."

GeoCamp Iceland has been creating those moments for nearly two decades. What began as a small initiative to promote Earth science has evolved into a full-time organisation dedicated to immersive, field-based learning. From its home base in the geologically active Reykjanes Peninsula, GeoCamp now welcomes educational groups from around the world to explore Iceland’s dynamic landscapes through guided, curriculum-aligned experiences.

While the organisation officially became a full-time operation in 2021, its educational mission has been long in the making. Early work focused on Scandinavian high schools, but in recent years, GeoCamp has shifted toward hosting international universities and secondary schools, with almost 600 participants from over 20 student and faculty groups taking part in tailored study programmes in 2025.

What sets GeoCamp apart is its intentional scale and hands-on approach. “We’re not a volume-based operation,” says Arnbjörn. “We work with a limited number of groups each year so we can stay personally involved in every programme. That’s how we ensure academic alignment, safety, and a meaningful experience for every participant.”

Each trip is designed in close collaboration with educators and faculty. Fieldwork is carefully matched to learning goals, whether it’s investigating geothermal systems, exploring coastal ecosystems, examining glacial retreat, or studying energy transitions. Iceland’s ever-changing environment provides a unique living laboratory—and GeoCamp’s team makes sure students are not just observers, but active participants.

The Reykjanes Peninsula, in particular, offers a front-row seat to geological change. Since 2021, a series of eruptions has marked the beginning of a new volcanic cycle in the region—an event geologists had long predicted. “We’ve been telling our groups for years that Reykjanes was waking up,” Arnbjörn explains. “Now it’s happening, and we’re integrating these developments directly into our fieldwork.”

Students might find themselves walking on newly cooled lava fields, visiting protective berms built around geothermal plants, or even gaining access to emergency zones to study heat vents using thermal drones. These aren’t just excursions—they’re active case studies in natural hazard management, resilience, and sustainability.

But the programme goes beyond Earth science. “To truly engage with these topics, we believe science needs to be paired with storytelling, empathy, and reflection,” says Arnbjörn. That’s why GeoCamp also partners with writers, artists, and environmental advocates—helping students think not only as researchers, but as citizens and storytellers.

Among the most moving moments in any trip is a visit to one of Iceland’s rapidly retreating glaciers. One in particular is losing around 35–40 metres of ice per year, and students often return year after year to find dramatic changes. “It’s impossible to ignore,” Arnbjörn says. “And for many, it’s the first time the reality of climate change hits home.”

These experiences are framed through both scientific context and emotional literacy. Students learn about Earth systems, energy balance, and the carbon cycle—but they also explore the ethics of climate responsibility, intergenerational thinking, and what it means to care for a changing planet.

GeoCamp’s small, interdisciplinary team includes scientists, educators, and local experts—all deeply committed to place-based education. While summer remains the most popular time for visits, an increasing number of groups are choosing spring and autumn for their fieldwork. These off-season trips offer added opportunities: interaction with local schools, less crowded natural sites, and sometimes, a glimpse of the Northern Lights.

No two groups are the same, and that’s part of the point. Whether it’s eight students from a rural high school or a research delegation from a large university, every programme is designed to foster discovery, dialogue, and deeper understanding. “We always learn something new about our own country,” Arnbjörn reflects. “Through the questions visitors ask, the perspectives they bring—we see Iceland with fresh eyes.”

There’s an old Icelandic saying: “Glöggt er gests augað”—“The eye of the visitor is keen.” At GeoCamp Iceland, that principle guides everything. It reminds us that learning is reciprocal. The landscape teaches us, and so do the people who come to explore it.

When we talk about the first Europeans to reach North America, the name Christopher Columbus is often the first that comes to mind. But long before the Niña, the Pinta, and the Santa Maria crossed the Atlantic, Norse explorers from Iceland and Greenland had already sailed westward, leaving footprints, stories—and settlements—on the shores of what they called Vinland.

One of the most remarkable figures in this early chapter of transatlantic history is Guðríður Þorbjarnardóttir, known simply as Guðríður the Far-Traveller. Born at Laugarbrekka on the Snæfellsnes Peninsula, she became one of the most widely travelled women of the Viking Age. With her husband Þorfinnur Karlsefni, Guðríður sailed to Vinland around the year 1000 and gave birth to a son, Snorri—believed to be the first European child born in the Americas. After returning to Iceland, Guðríður later made a pilgrimage to Rome, an extraordinary journey for any Icelander of the time.

Another iconic explorer is Leifur Eiríksson, son of Eiríkur the Red. Around the year 1000, Leif sailed west from Greenland and reached the North American coast, likely landing on what we now know as Newfoundland. According to the sagas, he found wild grapes and fertile meadows, naming the land Vinland. Archaeological evidence from L’Anse aux Meadows, Newfoundland—excavated by Helge and Anne Stine Ingstad in the 1960s—confirmed Norse presence in North America around the year 1000, proving that Leif’s voyage was more than myth.

But what about Columbus?

A lesser-known theory, explored on historical signage in Iceland and by some historians, suggests that Christopher Columbus may have visited Iceland in 1477—fifteen years before his famous voyage—and learned about Vinland from Icelandic seafarers and scholars. At the time, tales of western lands were preserved in sagas and passed down orally by fishermen who travelled to Iceland’s northern coasts. Columbus’s biographer, his own son Ferdinand, writes of such a voyage to the north, and the Icelandic annals note the arrival of foreign sailors in those years. Did Columbus receive his first inspiration for a westward journey here, in the land of lava fields and long memory?

At GeoCamp Iceland, we use this deep historical landscape as a teaching tool—connecting geography, archaeology, storytelling, and science. Whether it’s exploring Guðríður’s journey, walking in Leifur’s footsteps, or reflecting on the exchange of knowledge that may have influenced world history, the Icelandic coast offers a classroom like no other.

From the windswept shores of Newfoundland to the volcanic slopes of Iceland, the story of early exploration is not only about who arrived first—but about how ideas, people, and possibilities crossed oceans long before borders existed.

At GeoCamp Iceland, we often describe nature as the ultimate classroom—but even the most powerful landscapes sometimes need interpretation. Melting glaciers may speak volumes, but it takes a certain kind of voice to help us truly hear them. Andri Snær Magnason is one of those rare voices.

As a writer, filmmaker, environmental advocate, and former presidential candidate, Andri has become a vital figure in Iceland’s—and the world’s—climate conversation. His book On Time and Water (Um tímann og vatnið) defies the conventions of environmental writing. It is lyrical and deeply human, blending mythology, science, memory, and philosophy into a narrative that makes the climate crisis intimate and immediate.

Many of the student and faculty groups we welcome begin their journey by reading his work. Meeting Andri in person becomes a natural and necessary extension of that experience. We include these visits not only because of what he knows, but because of what he shows. How to give language to loss, how to frame urgency with empathy, and how to speak about the seemingly unspeakable. 

In a world of retreating ice and rising uncertainty, Andri helps the glaciers find a voice.

This article is based on a presentation delivered by Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland, at the Petroleum Engineering Summer School (PESS2025) in Dubrovnik, Croatia in June 2025. The session explored how Iceland’s geothermal energy system serves as a platform not only for technical excellence but also for education, community development, and international collaboration. By examining case studies from Iceland and partner countries, the lecture positioned geothermal innovation as both an energy solution and an educational opportunity.

Place-Based Learning in a Volcanic Landscape: The Role of GeoCamp Iceland

GeoCamp Iceland is an educational and research platform based on the Reykjanes Peninsula, a region shaped by active volcanoes, geothermal fields, and coastal ecosystems. Originally founded to spark student interest in Earth sciences, GeoCamp Iceland has grown into an international hub for field-based learning focused on sustainability, renewable energy, and climate education. Each year, the programme hosts students and teachers from across the world, connecting them with Iceland’s dynamic environment through immersive, hands-on experiences.

The mission of GeoCamp Iceland is to make science real, local, and transformative. Rather than confining learning to the classroom, we bring participants into lava fields, geothermal zones, and glacial landscapes, inviting them to observe, measure, question, and collaborate. Working in partnership with the Reykjanes UNESCO Global Geopark, schools, energy providers, and research institutions, we design learning experiences that merge scientific literacy with ecological awareness, and that ground global challenges, such as energy transition and climate resilience, in lived experience.

Conclusion: A Curriculum of Transition

The Icelandic experience suggests that energy transitions require more than infrastructure — they require education, cooperation, and cultural engagement. As demonstrated at PESS2025, geothermal energy in Iceland is not only a source of power but a catalyst for curriculum development, youth empowerment, and international collaboration.

What emerges is a vision of education as a driver of change — not simply delivering knowledge about sustainability, but enabling communities to live it. In this model, the energy beneath our feet becomes a shared resource for learning, innovation, and resilience. Classrooms extend into lava fields and wetlands; students become observers of glacial retreat and volcanic renewal; and teachers are equipped not only to inform, but to inspire.

Whether through regional development projects in Reykjanes or cross-border partnerships in Croatia and beyond, the emphasis remains clear: sustainability is not a subject—it is a practice. And at the heart of that practice lies a simple truth: Understanding the Earth we stand on is a prerequisite for changing the Earth we live on.

​When learning is grounded in place, powered by cooperation, and shared across generations, it becomes one of the most powerful forces for shaping a just and regenerative future.

It is a pleasure to be here today at Afyon Kocatepe University to discuss a topic that is not only central to my work but is of increasing global importance--climate education through geoparks and sustainability initiatives. My name is Arnbjörn Ólafsson, and I am the Managing Director of GeoCamp Iceland, an organization that specializes in immersive, hands-on learning experiences in earth sciences, STEAM education, and sustainability.

At GeoCamp Iceland, we believe that education must extend beyond the classroom. Climate change is a complex and urgent challenge, but understanding it requires more than just theoretical knowledge. To truly grasp its impact, students and educators need to see the changes happening in real time, feel the landscapes shifting beneath their feet, and experience the forces shaping our planet firsthand. Iceland, with its unique combination of volcanic activity, glacial retreat, and renewable energy innovation, provides an ideal setting for this kind of experiential learning.

Today, I will discuss how geoparks, and particularly Reykjanes UNESCO Global Geopark, serve as living laboratories for climate education. We will explore how Iceland’s geology, climate, and energy systems can offer valuable lessons for sustainability worldwide. I will also introduce the Geoschools Project, an initiative designed to enhance climate education through field-based learning across different European geoparks. Finally, I will share insights into how we can better integrate outdoor education and international collaboration to equip future generations with the tools and knowledge to respond to climate change effectively.

The goal of this talk is not just to highlight the challenges we face, but to show how education can be a powerful driver of action. The more we connect students and professionals to the landscapes, science, and real-world examples of sustainability, the more equipped they will be to drive meaningful change.

Introduction

In a world where climate change presents one of the most significant challenges of our time, education must move beyond textbooks and classrooms. It must be immersive, hands-on, and grounded in real-world experiences. GeoCamp Iceland was founded on this very principle, welcoming students, teachers, and researchers to Iceland to engage in place-based learning focused on geology, earth sciences, renewable energy, STEM, environmental issues, and climate change.

To truly understand the complexity of our changing planet, learners need to see, feel, and experience the forces shaping it. By stepping onto a glacier, witnessing volcanic activity, or exploring geothermal landscapes, students develop a deeper and more personal connection to the processes that define our environment. At GeoCamp Iceland, the approach is centered on integrating geoscience, sustainability, and outdoor education, making climate education more engaging and effective. This philosophy aligns closely with the Geoschools Project, which highlights the essential role of geoparks in climate education and sustainability.

Iceland – The Land of Fire and Ice

Iceland is often described as the “Land of Fire and Ice,” a name that reflects the dramatic forces constantly shaping its landscapes. It is a country where volcanic activity and glaciation coexist, creating one of the most geologically dynamic environments on Earth. This unique setting offers invaluable learning opportunities, allowing educators to demonstrate geological change in real time.

The country sits atop the Mid-Atlantic Ridge, where the North American and Eurasian tectonic plates are continuously drifting apart. This geological activity, combined with Iceland’s position above a magma plume, fuels over 30 active volcanic systems, frequent earthquakes, and an abundance of geothermal energy. Some eruptions, such as the 2010 Eyjafjallajökull eruption, have had global consequences, while others, like the recent eruptions on the Reykjanes Peninsula, remind us that Iceland’s landscape is in a constant state of transformation.

While volcanic activity builds new land, Iceland’s glaciers actively shape the terrain through erosion. These ice masses, covering approximately 11% of the country, are not only geological forces but also vital climate indicators. They preserve thousands of years of atmospheric data within their ice layers, providing crucial records of past climate conditions. However, the reality is stark—since the 19th century, Iceland’s glaciers have lost 16% of their volume. At the current rate, they could disappear within the next 150 years. The loss of these glaciers is not just an environmental issue; it has direct consequences for rising sea levels, shifting ecosystems, and the livelihoods of communities that rely on glacial meltwater.

Reykjanes UNESCO Global Geopark – A Living Laboratory

GeoCamp Iceland is based in Reykjanes UNESCO Global Geopark, a region that serves as a natural laboratory where geology, sustainability, and climate resilience intersect. Geoparks are not merely sites of geological significance; they are dynamic spaces where education, conservation, and community engagement come together to deepen our understanding of the planet.

Reykjanes Geopark is of particular interest because it sits directly on the boundary between two continents, where the Earth’s crust is actively pulling apart. This makes it an ideal setting for climate and energy education, providing firsthand exposure to volcanic activity, geothermal landscapes, and the forces of plate tectonics. The region also offers a model for sustainable energy, as geothermal power is harnessed directly from the Earth, demonstrating how natural resources can be used responsibly to support a low-carbon future.

Geoparks like Reykjanes help us understand Earth’s dynamic processes, but they also reveal the accelerating impact of climate change. While volcanic activity continuously forms new land, glaciers—historical archives of climate patterns—are disappearing. This contrast highlights the dual forces shaping Iceland today: the natural geological changes that have occurred over millennia and the human-driven disruptions that are unfolding at an unprecedented rate. As glaciers melt and landscapes shift, Iceland serves both as a warning and as a model for how societies can adapt, develop sustainable energy solutions, and build resilience in the face of climate challenges.

The Climate Crisis: A Challenge for All

Climate change is no longer a distant or future problem—it is happening now. Iceland provides a stark case study of both its impact and the potential strategies for mitigation and adaptation. Glacial retreat is occurring at an accelerating pace, contributing to rising sea levels and altering ecosystems. As the weight of ice decreases, the land beneath it rises, which in turn increases seismic and volcanic activity. Climate change is also affecting weather patterns, ocean currents, and biodiversity, causing shifts that extend far beyond Iceland and into the global climate system.

Despite these challenges, Iceland demonstrates how societies can take proactive steps toward climate resilience. The country has shifted almost entirely to renewable energy, invested heavily in climate research, and integrated sustainability into its educational systems. By studying Iceland’s transition, other countries can gain insights into how to navigate the energy transition, reduce carbon emissions, and prepare for the changing environment.

Renewable Energy in Iceland – A Model for the Future

Iceland is a global leader in renewable energy, with nearly 100% of its electricity coming from geothermal and hydropower sources. This transition has allowed the country to drastically reduce its reliance on fossil fuels. Today, 90% of homes in Iceland are heated using geothermal energy, and only 14% of the nation’s total energy use comes from fossil fuels, primarily for transportation and the fishing fleet. To address this remaining dependency, Iceland is now investing in hydrogen fuel technology, electric transport systems, and sustainable aviation fuels, with the goal of becoming entirely energy self-sufficient.

While Iceland’s energy model may not be directly replicable in all regions, it serves as a powerful example of how large-scale transitions to sustainability are achievable when governments, industries, and educators work together. The success of this model demonstrates that a commitment to renewable energy and climate-conscious policies can pave the way for a more sustainable future.

Geoschools: Climate Education in Action

One of the greatest barriers to tackling climate change is the gap between knowledge and action. This is where climate education plays a critical role. The Geoschools project seeks to bridge this gap by moving learning beyond the classroom and into real-world settings. Through field-based education, students gain a direct understanding of climate change by tracking glacial retreat, participating in citizen science projects, and exploring the cultural and ecological impacts of environmental change.

A powerful example of this type of education is the story of Okjökull, Iceland’s first glacier to be declared dead due to climate change. In 2019, a plaque was placed at the site, bearing a message that serves as a warning and a call to action:

“We know what is happening. We know what must be done. Only you will know if we did it.”

This poignant reminder underscores the urgency of climate education and the responsibility we all share in shaping the future.

The Path Forward – What Can We Do?

The question is no longer whether we can address climate change, but how quickly and effectively we are willing to act. Everyone has a role to play in reducing waste, using resources wisely, and promoting responsible tourism. Climate education must remain at the forefront of this movement, ensuring that young people are equipped with the knowledge and tools to become active participants in sustainability efforts.

Through initiatives like Geoschools, UNESCO Geoparks, and place-based education programs, we can empower the next generation to move beyond awareness and toward meaningful action. As the saying goes, “No one can change everything, but everyone can do something.”

A Call to Action

We stand at a defining moment. Climate change is accelerating, but so is our ability to respond. The choices we make today will shape the landscapes, communities, and opportunities of tomorrow. Education must go beyond simply imparting knowledge—it must inspire, challenge, and equip people with the tools to create change.

As educators and professionals, we must ask ourselves: If education holds the key to change, how do we unlock its full potential? At GeoCamp Iceland, we believe the answer lies in how we teach, how we inspire, and how we connect knowledge to action. By using outdoor education, school initiatives, and projects like Geoschools, we can ensure that learning is not just about studying the past—it is about shaping the future.

Thank You

Arnbjörn Ólafsson, GeoCamp Iceland
Geoschools Project – Final Conference,
11th March 2025, Afyonkarahisar, Turkey

Download Presentation Slides [PDF]

The United Nations has declared 2025 as the "International Year of Glaciers’ Preservation", highlighting the vital role glaciers play in Earth’s ecosystems and their critical importance as indicators of climate change. As glaciers worldwide retreat at an unprecedented rate, this initiative calls for urgent global action to preserve these natural wonders.

The Icelandic glaciers have been an integral part of GeoCamp Iceland’s narrative from the very beginning. By bringing students and teachers to recently formed glacial lagoons, rapidly shrinking glacier tongues, landscapes newly revealed by retreating ice, and the majestic moraines left behind, we provide not just an awe-inspiring experience but also an educational journey. These visits serve as outdoor classrooms where participants connect with the dynamic processes shaping Iceland’s environment, explore the impacts of climate change, and gain a deeper appreciation for the vital role glaciers play in our world.

Iceland’s glaciers are not just geographical marvels; they are reservoirs of history, culture, and ecological significance. Covering approximately 11% of the country’s landmass, glaciers like Vatnajökull and Sólheimajökull have shaped Iceland’s landscapes and its people’s connection to nature. Yet, the rapid retreat of these ice masses underscores the urgent need to address climate change and preserve this integral part of the planet’s cryosphere.

Highlights from the Outdor Education Conference by Suðurnesjabær and Vogar Municipalities

Reykjanes UNESCO Global Geopark is uniquely positioned to inspire outdoor education, using its rich landscapes as a dynamic learning environment. This potential was spotlighted during a recent conference, “Outdoor Learning in Education”, organised on 21 November 2024 by the Education and Leisure Departments of Suðurnesjabær and Vogar Municipalities. The event, attended by educators from preschools and primary schools across the municipalities, showcased innovative approaches to outdoor learning.

Unlocking the potential of outdoor learning in geoparks

Sigrún Svafa Ólafsdóttir, Educational Project Manager for Reykjanes Geopark and GeoCamp Iceland, presented a vision for outdoor education that leverages the Geopark’s distinctive features. She introduced “Ripples”, an initiative born from collaboration with local science teachers. This project aims to create a digital idea bank filled with place-based activities tailored to the unique natural and cultural contexts surrounding each school. Accessible to all teachers in the region, this resource seeks to empower educators to bring the Geopark’s landscapes into their lessons, fostering creativity and curiosity.

Sigrún also highlighted how the UNESCO Schools initiative in Reykjanes has laid a foundation for cross-sectoral collaboration among schools, educational levels, and municipalities. Reykjanes Geopark, as a neutral and central coordinator, plays a pivotal role in strengthening these connections and supporting schools in integrating outdoor education into their curriculum.

Learning beyond the classroom

The conference also featured inspiring talks from other educators. Anna Soffía Wahlström, a preschool teacher in Suðurnesjabær, shared examples of outdoor activities with young children, showcasing the diversity of learning experiences possible in natural settings. Dr. Jakob Frímann Þorsteinsson from the University of Iceland explored the broader benefits of outdoor education, emphasising how it allows students to develop different strengths than those nurtured in traditional classroom environments.

Recipient of the 2024 Icelandic Education Award for her innovation in outdoor education Hrafnhildur Sigurðardóttir, from Sjálandsskóli in Garðabær Municipality, shared practical insights from her work in outdoor teaching. She stressed the importance of equipping teachers with the necessary tools and training to succeed outside the classroom, as well as creating a culture of outdoor learning. Her tips included ensuring proper clothing for all participants and using simple incentives, like hot cocoa, to make outdoor activities even more enjoyable.

A natural fit for education

With its breathtaking volcanic landscapes, coastal areas, and rich biodiversity, Reykjanes UNESCO Global Geopark provides an unparalleled backdrop for outdoor learning. The proximity of schools to nature in Suðurnesjabær and Vogar makes these opportunities exceptionally accessible. As this conference demonstrated, the momentum for outdoor education in the region is growing, driven by innovative ideas, strong collaboration, and a shared vision for using nature as the ultimate classroom.

The conference reinforced the essential role that geoparks like Reykjanes can play in inspiring outdoor education. By integrating local natural and cultural heritage into teaching practices, schools can foster deeper connections between students and their environment, preparing them to become future stewards of our planet. 

Ólafur Jón Arnbjörnsson - or Óli Jón as friends and Icelanders in general call him - founder of GeoCamp Iceland, has spent a lifetime combining his love for education, his hometown of Keflavík, and Iceland’s natural wonders. From growing up in a unique and ever-changing community to pioneering educational projects, Óli's story is one of creativity, adaptability, and a deep commitment to helping others discover Iceland’s treasures.

A Career in Education and Innovation

After years of studying and working abroad, Óli returned to Iceland in 1995 to serve as a headmaster in Keflavík. He led significant transformations in local education, but his drive to do more led him to establish the Icelandic College of Fisheries in Grindavík.

The College began with just a handful of students, offering practical, hands-on education in fisheries and related industries—fields often overlooked in traditional academic settings. Under Óli's leadership, the College expanded, becoming a vital institution in Iceland’s educational landscape.

In recent years, Óli decided to step away from his role as headmaster of the College to focus entirely on his true passion: GeoCamp Iceland. This transition marked a new chapter in his mission to redefine outdoor education and create lasting connections between students and Iceland’s natural environment.

The Birth of GeoCamp Iceland

GeoCamp Iceland was born from Óli's belief in the transformative power of experiential learning. By immersing students in Iceland’s “ultimate classroom,” the initiative offers unique opportunities to study geology, sustainability, and environmental sciences through hands-on exploration.

Looking ahead, Óli envisions GeoCamp as more than just an educational programme—it’s a platform for fostering global collaboration and building a deeper appreciation for the natural world. The camp is expanding its focus, incorporating themes like climate change, renewable energy, and community-based sustainability projects. By partnering with local industries, researchers, and global institutions, GeoCamp aims to inspire innovative solutions to the challenges facing our planet.

Óli's dream is for GeoCamp to become a hub for lifelong learning, where students of all ages and backgrounds can connect with Iceland’s unique environment. Whether it’s a group of university students studying geothermal energy or schoolchildren discovering the wonders of volcanic formations, GeoCamp offers experiences that leave a lasting impression.

A Global Vision

Óli's international collaborations reflect his belief that education is a universal tool for empowerment. Whether he’s working on outdoor education in Europe, promoting STEM initiatives, or advocating for innovative teaching models, his projects all share a common goal: to inspire curiosity and equip learners with the tools to build a sustainable future.

Through GeoCamp Iceland and his international work, Óli continues to create opportunities for young people to engage with education in transformative ways. His leadership has made him not only a local figurehead in Iceland but also a respected voice in global education innovation. Through various international development projects, he has been instrumental in promoting outdoor education as a transformative learning tool. 

Looking Ahead

Óli's story is a testament to how a person’s vision can create meaningful change. From transforming education in Keflavík to establishing GeoCamp Iceland as a gateway to learning, his work has inspired generations to think differently about education, nature, and community.

As GeoCamp Iceland moves forward, Óli Jón remains dedicated to its mission of blending education, sustainability, and the beauty of Iceland. For him, the journey is just beginning, and the future is full of possibilities.

The post is based on an article about Ólafur Jón on Hit Iceland from 2023 (https://www.hiticeland.com/post/olafur-jon-arnbjornsson-from-a-room-with-a-view)