GeoCamp Iceland at the Global Climate Summit in Toronto

This week we were honoured to speak at the Global Summit on Climate Education, hosted by the Institute for Global Learning at Appleby College, Toronto. Our session “From Lava Fields to Learning Labs: Outdoor Climate Education Case Studies from Iceland” was delivered by Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland, and Sigrún Svafa Ólafsdóttir, Project Manager for Education at Reykjanes UNESCO Global Geopark. We shared how Iceland’s active volcanic landscapes are shaping hands-on climate learning for students and teachers alike. 

At the heart of our approach is a simple belief: to change the world we live in, we must first understand the Earth we live on. That ethos runs through all of our work with schools and universities, where field-based learning turns complex climate systems into lived experience. 

Why Iceland—and why Reykjanes?

Reykjanes is a living laboratory. Sitting astride the Mid-Atlantic Ridge, it has experienced a remarkable run of eruptions in recent years, turning theory into real-time case study for visiting students and local schools. This dynamic setting helps learners connect climate, geology, risk and resilience to everyday life and infrastructure—from geothermal energy to coastal communities. 

Ripples: climate learning that starts on the doorstep

Our workshop introduced Ripples, a practical framework we co-develop with local UNESCO schools to make outdoor climate education immediate, walkable and repeatable. Teachers begin with three “ripples” of place: the school grounds; the next-door neighbourhood; and nearby features within roughly 500 yards. In each ripple, learners ask measurable questions, monitor simple indicators, and build inquiry from what they can observe in minutes. We invited participants to sketch their own “ripples”, choose one local indicator to track monthly, and name a community stakeholder to involve—turning ideas into next-week practice. 

Teacher-led innovation, shared tools

We highlighted how regional and international partnerships give teachers the confidence and tools to lead fieldwork. Through Erasmus+ and Nordplus (including the Empowering Educators initiative) educators co-create lesson ideas, test them outdoors, and share resources across geoparks. Our emerging Green STEAM work adds open-source sensor kits and a growing library of field tasks, so a class in Toronto can compare water-quality readings with a class in Reykjanes—or adapt a glacial melt study to their own urban watershed. 

Climate stories that connect science, memory and responsibility

Iceland’s glaciers offer a powerful context for climate literacy. The country has already lost a significant share of glacial volume since the 19th century, and the disappearance of Okjökull—commemorated with a plaque—underscores how data, place and human stories meet. We discussed how these narratives, alongside Indigenous seven-generations perspectives, help students frame climate not only as science, but as legacy and civic responsibility. 

What participants took away

Colleagues left with adaptable, low-cost activities that work in any setting—urban or rural—and a method for building a culture of outdoor learning one short, repeatable walk at a time. Most importantly, they saw how partnering with local stakeholders and connecting data across schools can amplify student voice and agency in the face of change. 

We’re grateful to the Institute for Global Learning and Appleby College for convening an inspiring global community of educators. If you’d like to explore collaboration, bring a student or faculty group to Iceland, or adapt our Ripples approach for your campus, we’d love to hear from you. GeoCamp Iceland is, after all, a gateway to nature’s ultimate classroom.

Find out more at geocamp.is or contact us to start planning your field-based climate learning with Reykjanes UNESCO Global Geopark.   ​​