 In March, GeoCamp Iceland travelled - with three Icelandic educators from Reykjanes UNESCO Global Geopark - to Tallinn, Estonia, as part of the Nordplus Junior project Ripples of Knowledge: STREAM-Based Outdoor Education for a Greener Tomorrow. Representing different schools and roles within the Icelandic education landscape, the group included Sigrún Svafa Ólafsdóttir from GeoCamp Iceland, Brynja Stefánsdóttir from Stapaskóli, Ragnheiður Möller from Myllubakkaskóli, and Hanna Rúna Kristínardóttir from Háaleitisskóli. Together with teachers and students from Estonia, Latvia, and Lithuania, they took part in a week of field-based learning, collaboration, and exchange—focused on one key idea: How to turn the immediate surroundings of a school into a powerful learning environment. At the heart of the project is the development of practical, short STREAM lesson plans—integrating science, technology, engineering, arts, and reading—that can be delivered outdoors, often within just a few hundred metres of the school building. Each day began at Tähesaju Gümnaasium, a Green Flag school where sustainability is embedded in both teaching and daily life. Students grow vegetables in greenhouses, learn outdoors in purpose-built spaces, and engage directly with their environment. But the most striking feature was not the facilities, but rather the mindset of the people. Learning was active, creative, and student-driven. From sustainability-themed scavenger hunts to workshops on plastic use and recycled art, students were constantly encouraged to explore, question, and create. The welcome itself set the tone: music, movement, and participation from both students and teachers, immediately breaking down barriers and creating a shared learning space. Teachers Learning from Teachers For the Icelandic participants, the experience was as much about professional growth as it was about collaboration. Sigrún Svafa Ólafsdóttir, leading educational development within the Reykjanes UNESCO Global Geopark, connected the experience directly to ongoing work with UNESCO schools and outdoor learning in Iceland. Brynja Stefánsdóttir explored new ways to integrate structured outdoor activities into everyday teaching, particularly how simple exercises in the local environment can spark deeper understanding of sustainability. Ragnheiður Möller emphasised the importance of participation and emotional engagement in learning, noting how strong experiences—especially those created outdoors—leave lasting impressions on students. Hanna Rúna Kristínardóttir reflected on practical teaching innovations, including the use of technology in outdoor learning, and the powerful idea of mixed-age group work, where older students support younger learners—allowing multiple competencies to be developed simultaneously. Across all reflections, one theme stood out. The role of the teacher is evolving from instructor to facilitator, or even “guiding companion”, supporting students as they explore complex, real-world challenges. Simple Ideas, Lasting Impact One of the most powerful takeaways was how simple many of the activities were. A scavenger hunt using digital tools like Padlet encouraged observation, discussion, and critical thinking. Open-ended prompts such as “Why does nature in our local environment matter?” pushed students beyond textbook answers. Creative tasks—like making art from recycled materials—linked environmental awareness with personal expression. These are not resource-heavy innovations. They are mindset shifts. Teachers returned with practical tools they can immediately apply, but also with a renewed perspective on their own school environments. What may once have seemed ordinary—school grounds, nearby nature, local community spaces—now appears full of untapped learning potential. Learning Across Borders The programme also included visits beyond the school, such as the PROTO Invention Factory, where science, innovation, and sustainability intersect in a repurposed industrial space, and a guided exploration of Tallinn’s Old Town, connecting cultural heritage with environmental awareness. These experiences reinforced one of the project’s key strengths: connecting disciplines. Science is not taught in isolation—it is linked to history, culture, technology, and daily life. Building Ripples That Travel The Ripples of Knowledge project runs from 2025 to 2027 and aims to create a shared bank of STREAM lesson plans, developed collaboratively by teachers and students and made openly accessible to others . It also includes multiple international mobilities, allowing participants to test, refine, and adapt ideas across different contexts. For GeoCamp Iceland and its partners, the Tallinn meeting was not just a study visit—it was a catalyst. A catalyst for new teaching approaches. For stronger collaboration between schools. And for a deeper understanding of how outdoor education can shape the way young people engage with sustainability and climate challenges. Because in the end, the most important outcome is not the programme itself. It’s what happens next—when teachers return home, step outside with their students, and start creating ripples of their own. Building Teacher Confidence Through Outdoor Learning: Empowering Educators Meets in Denmark20/3/2026  In March, representatives from UNESCO Global Geoparks across the Nordic region gathered in Odsherred UNESCO Global Geopark, Denmark, for the second transnational meeting of the Nordplus Horizontal project Empowering Educators. GeoCamp Iceland participated as an associated partner through its long-standing collaboration with Reykjanes UNESCO Global Geopark, which coordinates the project. The meeting marked an important milestone as the partnership moved from research and needs analysis towards practical implementation. Over two days, partners from Iceland, Denmark, Finland, Norway, and Sweden explored how geoparks can support teachers in delivering meaningful outdoor learning experiences and how outdoor education can become a more natural part of everyday school life. From Research to Action The project’s earlier work revealed a consistent message across the Nordic countries: teachers are highly motivated to use outdoor learning environments, but many lack the confidence to take the first step. Rather than creating large amounts of new educational content, the project is now focusing on helping teachers feel comfortable using the resources and opportunities that already exist around them. Discussions in Denmark centred on practical barriers such as lesson planning, curriculum alignment, logistics, safety considerations, and the challenge of fitting outdoor learning into busy school schedules. As partners agreed, the challenge is not convincing teachers that outdoor learning is valuable. The challenge is making it feel achievable. Learning in the Geopark The first day of the meeting took place in the field, where participants experienced outdoor learning activities at selected sites within Odsherred UNESCO Global Geopark. Rather than focusing on geological content alone, the group analysed how learning experiences are structured, how teachers manage groups outdoors, and how activities can be adapted to different educational settings. These field visits provided an opportunity to examine outdoor education from the perspective of both learners and educators. Discussions explored how activities can be scaled up or down depending on available time, weather conditions, transportation, and curriculum requirements. For GeoCamp Iceland, these conversations resonated strongly with ongoing work in Reykjanes UNESCO Global Geopark, where outdoor learning, UNESCO school collaboration, and place-based education continue to play an increasingly important role. Sharing Good Practice Across the Nordic Region Partners presented a range of inspiring initiatives from their respective geoparks. Examples included Norway’s “Geologist and Researcher for a Day” programme, Finland’s development of local outdoor learning sites in cooperation with schools and municipalities, Sweden’s innovative use of virtual learning environments, and Denmark’s successful Junior Geologists programme. The discussions highlighted the strength of the geopark network as a platform for educational innovation. While educational systems differ between countries, many of the challenges faced by teachers are remarkably similar. Icelandic Teachers Put the Model to the Test Following the project meeting, a group of teachers from primary schools within Reykjanes UNESCO Global Geopark travelled to Odsherred to participate in a dedicated professional development workshop. The workshop served as a practical validation exercise for the project. Teachers experienced outdoor learning activities firsthand before reflecting on how similar approaches could be implemented in Icelandic schools. The results were encouraging. Teachers reported increased confidence in leading outdoor activities and highlighted the value of practical examples, peer learning, and opportunities to experience outdoor education as learners themselves. Interestingly, safety and logistics were not identified as the main barriers. Instead, teachers pointed to limited time, curriculum pressures, and access to ready-to-use resources as the biggest challenges. These findings strongly support the project’s focus on confidence-building and practical implementation rather than simply producing more educational materials. Looking Ahead The next phase of the project will focus on developing practical teacher support resources, collecting examples of outdoor learning activities from geoparks across the Nordic region, and creating a shared educational resource database. The partnership is also preparing a series of teacher workshops and dissemination activities, including a presentation proposal submitted to the European Geoparks Network Conference 2026. For GeoCamp Iceland, participation in Empowering Educators aligns closely with our mission of using Iceland’s landscapes as living classrooms and strengthening connections between science, sustainability, and education. Through collaboration with Reykjanes UNESCO Global Geopark and our Nordic partners, we continue to explore how geoparks can help empower teachers, inspire learners, and bring education outdoors. Outdoor learning begins with confidence. Sometimes, all it takes is the courage to step outside the classroom.  GeoCamp Iceland has - as coordinator for educational development in Reykjanes UNESCO Global Geopark - completed a needs assessment on outdoor education within the geopark. The survey was carried out as part of the Nordplus project Empowering Educators, which aims to map opportunities for outdoor learning in Nordic geoparks. It was conducted in close cooperation with teachers across Reykjanes and highlights both the strengths and the challenges related to outdoor learning in local schools. The results confirm that teachers at all school levels are keen to use outdoor environments in their teaching and make extensive use of the surrounding nature, but require more support to fully realise the potential that outdoor learning offers.
According to the assessment, teachers in the Reykjanes Geopark actively draw on the rich natural diversity of the area—including lava fields, geothermal sites, rocky coastlines and moss-covered landscapes—to strengthen students’ scientific literacy, creativity, reading skills and social development. Outdoor learning has become a regular part of school activities in many schools, with strong emphasis on connecting learning to students’ lived experience and encouraging curiosity and exploration in nature. The results also reveal several obstacles that limit the scope of outdoor teaching. Lack of time and tightly structured timetables are among the most common challenges, along with weather conditions and the fact that many students are not dressed appropriately for outdoor activities. Teachers also expressed a need for greater confidence in outdoor pedagogy, including methods, planning, and using natural environments as learning spaces. In addition, many noted a lack of accessible teaching materials such as ready-made tasks and curriculum-aligned resources for outdoor learning. Nordic Geoparks Emphasise Outdoor Learning Reykjanes UNESCO Global Geopark leads the two-year Nordplus project, launched in autumn 2025, which aims to connect the region’s natural environment, geology, history and sustainability with education and teaching. Through the project, the geopark will develop new teaching materials, strengthen field-based learning and outdoor education, offer workshops for teachers and support schools wishing to make more active use of the geopark. The geopark will also host a shared Nordic database compiling outdoor learning resources for geoparks, including simple activities, exemplary practice and safety guidelines. The goal is to enable teachers to take students outdoors more frequently, supported by better tools and stronger alignment with the national curriculum. The project will furthermore prepare and deliver a series of professional development courses for teachers, focusing on outdoor education, teaching methods and field-based learning across Nordic geoparks. Teachers Call for Stronger Collaboration with International Colleagues One of the clearest findings from the survey is that teachers in Reykjanes are highly interested in expanding international cooperation and strengthening their professional networks with teachers facing similar challenges in other countries. They see opportunities for inspiration from colleagues abroad—particularly through the exchange of good practice, lesson ideas and teaching methods related to sustainability, climate education, nature and environmental awareness. Participation in the Nordplus project, along with other international development initiatives, will create new opportunities for collaboration, joint planning of professional development courses, and teacher exchanges between Nordic geoparks. Schools Already Implementing Outdoor Learning in Meaningful Ways The assessment reveals numerous examples of successful outdoor learning among schools in the Reykjanes Geopark. Many teachers already use the geopark as a living classroom, guiding students through field-based investigations and creative activities connected to the surrounding environment and cultural history. Some teachers use outdoor settings deliberately to strengthen scientific understanding and creativity, for example through story walks or creative writing linked to natural features. There are also many cases of shorter outings, where students complete focused tasks on school grounds or in the immediate neighbourhood. The findings emphasise the importance of better supporting teachers in using the geopark’s unique environment for science communication and outdoor learning. Over the course of the project, Reykjanes UNESCO Global Geopark will work closely with schools, municipalities and Nordic partners to develop user-friendly teaching materials and strengthen teachers’ professional skills in outdoor education within geoparks. Empowering Educators is part of Nordplus Horizontal and runs until 2027. The results of the needs assessment will be used to guide teacher training, resource development and collaborative projects among Nordic geoparks in the coming years.  Our team has just returned from a wonderful trip to Latvia, where the first meeting of the Nordplus Junior project “Ripples of Knowledge: STREAM-Based Outdoor Education for a Greener Tomorrow” (NPJR-2025/10213) took place. Hosted by Palsmane Elementary School, about two hours from Riga, we were warmly welcomed by students, teachers, and the local community. The project brings together schools and organisations from Latvia, Estonia, Lithuania, and Iceland to co-create a base of STREAM lesson plans (Science, Technology, Reading, Engineering, Arts, Mathematics) that can be carried out outdoors within 500 metres of a school. These activities are designed to be simple, practical, and engaging — encouraging students to connect with nature, think creatively, and learn actively outside the classroom. All materials will be made available in an open-access database, supported by QR codes and digital tools . For us at GeoCamp Iceland, the project builds directly on the experience we are colleting in the "Gárur á Reykjanesinu" project where we are mapping outdoor teaching ideas around every school in the Reykjanes Peninsula. This new Nordic-Baltic collaboration allows us to expand that work, test it in different countries, and bring home fresh inspiration for teachers and students in Reykjanes. During the kick-off, participants shared ideas, tested activities, and explored STREAM-based outdoor learning together. Representing Reykjanes, three fantastic local teachers joined us: Brynja from Stapaskóli, Íris Vals from Sandgerðisskóli, and Íris Anna from Gerðaskóli. Their input and enthusiasm are key to making this project truly meaningful for our schools and communities. The impact for Reykjanes will be significant. Teachers will gain new resources and training opportunities, schools will have access to innovative lesson plans, and our community will strengthen its reputation as a hub for outdoor education and sustainability learning. For GeoCamp, this project is another step in our mission to connect Icelandic nature and culture with international collaboration — using education as a tool for building a greener tomorrow. We look forward to sharing more updates as the Ripples project unfolds, with upcoming mobilities in Estonia, Iceland, and Lithuania.  This September marks the beginning of the Nordplus Junior project Digitalisation vs. Nature (Project No. NPJR-2025/10164), as educators from across Latvia, Lithuania, Finland, Estonia, and Iceland gather in Reykjanes for the kick-off meeting. The project is motivated by a common concern: children and young people are spending more and more time in digital environments, often at the expense of their health, social skills, and connection to nature. Our shared goal is to create learning practices that balance the benefits of digital tools with outdoor, hands-on, and collaborative experiences that nurture well-being, creativity, and sustainability. Meeting Content and Pedagogical Focus The Iceland meeting was designed not just as an introduction but as a lived example of what the project stands for. Discussions focused on how STEAM subjects can be taught in ways that move beyond the screen and into the environment around us. Teachers and coordinators reflected on current challenges in education, such as over-digitalisation and disengagement, and explored practical strategies for teaching science, mathematics, and technology through nature-based approaches. The site visits were chosen to highlight how pedagogy can be grounded in place. In Reykjavík, participants experimented with creative approaches that combine coding and art, showing how digital concepts can be transformed into tangible, outdoor learning activities. Visits to the Suðurnes Science Center, local schools, and the Reykjanes UNESCO Global Geopark demonstrated how scientific knowledge, environmental awareness, and cultural heritage can all be connected in active learning. By linking mathematics to Iceland’s unique landscapes, or biology to its coastal ecosystems, the group experienced first-hand how natural environments provide powerful, memorable contexts for teaching abstract concepts. Building Resources Together The outcome of the project goes beyond these shared experiences, developing a joint handbook of teaching methods and activities for STEAM subjects in outdoor settings. This resource will help teachers reduce the negative effects of excessive screen use while promoting creativity, problem-solving, and collaboration. It will also serve as a model for how to adapt nature-based approaches to different age groups and learning needs, including students with special educational requirements. The Iceland meeting has set the tone for the entire project. That learning happens best when it bridges technology, creativity, and the natural world. The next steps will take the partnership to Finland, Lithuania, Estonia, and Latvia, where each country will build on this foundation and explore how STEAM can be taught outdoors in different seasons and environments. Together, these experiences will provide students and teachers with tools to live, learn, and thrive in balance with both digitalisation and nature.  GeoCamp Iceland partners the Nordplus Junior “Digitalisation vs. Nature” project — a two-year initiative running from August 2025 to July 2027. The project brings together schools and organisations from Latvia, Lithuania, Estonia, Finland, and Iceland, united by a common concern: how to counterbalance the growing dominance of digital environments in the lives of young people.
Project aim The project directly addresses the risks of excessive screen time, which can harm mental health, social development, and physical well-being. By reconnecting students with nature and integrating seasonal outdoor learning into STEAM education, the project seeks to promote healthier, more balanced lifestyles. The guiding idea is that technology should complement, not replace, the natural environments where students can grow, explore, and learn together. Planned results Over the course of four mobility visits across the partner countries, teachers and students will explore how STEAM subjects can be taught outside the classroom in autumn, winter, spring, and summer. From tracking wildlife in Estonian forests to exploring the physics of ice and snow in Finland, each exchange highlights the value of learning through real-world environments. The outcomes will be gathered into a comprehensive handbook offering adaptable teaching materials and inclusive guidelines, ensuring that the methods developed can benefit a wide range of schools and students, including those with special needs. The project also places strong emphasis on teacher development, equipping educators with practical approaches to sustainability, climate awareness, and creative outdoor pedagogy. Partnership The project is coordinated by Valmiera Gaujas krasta Secondary School – Development Centre in Latvia, with partners including GeoCamp Iceland, Porkuni Special School in Estonia, Pasvalys Riešuto School in Lithuania, and Villa School in Finland. Together, these institutions represent a diverse educational network, ranging from special needs schools to outdoor learning organisations, creating a rich foundation for exchange and collaboration. GeoCamp Iceland’s role As the Icelandic partner, GeoCamp Iceland plays a central role in shaping the educational content and pedagogical innovation. We will host the first mobility visit in October 2025, laying the conceptual groundwork for the rest of the project. Our contribution includes developing the framework for digital detox and nature-based education, sharing expertise in sustainability and climate science, and supporting the creation of the project handbook. With our strong background in field-based learning, we aim to ensure that the project is firmly rooted in real-world geoscience and hands-on educational practice. By the end of the project, the partnership will have created not only practical teaching resources but also a stronger culture of international cooperation. For GeoCamp Iceland, this is an opportunity to share our methods in outdoor learning while gaining valuable new perspectives from colleagues across the Nordic-Baltic region.  This August marks the launch of an new project under Nordplus Horizontal “Empowering Educators: Nordic Geoparks as Cross-Sectoral Hubs for Lifelong Learning”, led by Reykjanes UNESCO Global Geopark in Iceland and partnerd by geoparks in all Nordic countries as well as GeoCamp Iceland. The two-year project, running from August 2025 to August 2027, brings together UNESCO Global Geoparks across the Nordic region to strengthen teacher resources in outdoor education and to further develop geoparks as living classrooms. A Nordic partnership for education and sustainability The project is coordinated by Reykjanes UNESCO Global Geopark in Iceland, with formal partners including Odsherred (Denmark), Platåbergens (Sweden), Rokua (Finland), and Gea Norvegica (Norway) UNESCO Global Geoparks. Associated partners add further depth and expertise, among them the Balthazar Science Center in Sweden, the Suðurnes Science & Learning Centre, Gerðaskóli Primary School, and GeoCamp Iceland. Building skills for the future At the heart of the project is the aim to equip teachers with practical, place-based methods for climate, sustainability, and STREAM (Science, Technology, Reading, Engineering, Arts and Mathematics) education. Activities will include:
Towards long-term cooperation The project will culminate in an international conference in Iceland in 2027, where results will be shared with educators, policymakers, and stakeholders. The ultimate goal is to lay the foundation for long-term Nordic cooperationin education and community engagement, positioning geoparks as central hubs for innovation in outdoor learning. We are proud that GeoCamp Iceland is part of this forward-looking partnership, contributing our experience in field-based education and teacher training. Follow the project on Facebook for updates: Empowering Educators Images from the first transnational meeting in Rokua UNESCO Global Geopark Nordplus Preparatory Meeting in Iceland: Laying the Foundation for ‘Ripples of Knowledge’
From 15–17 January 2025, representatives from four partner institutions gathered in Iceland for a Nordplus Junior preparatory visit, setting the stage for an exciting new project focusing on outdoor education and STREAM-based learning. Hosted by GeoCamp Iceland, the meeting brought together educators from Alytus Piliakalnis Progymnasium (Lithuania), Palsmane Elementary School (Latvia), and Lasnamäe Vene Gümnaasium (Estonia), all united by the common goal to enhance students’ engagement with the environment through hands-on, field-based learning. Day 1: Exploring Challenges and Opportunities in Outdoor Education The first day introduced the partners to each other and their respective institutions, with discussions centred around their approaches to outdoor education and the integration of STREAM (Science, Technology, Reading, Engineering, Arts, and Mathematics) subjects. Each school presented its experiences, methodologies, and the challenges they face in implementing outdoor and place-based educationwithin their curricula. A key focus of the discussions was the challenges and opportunities in outdoor education—including the logistics of field-based learning, teacher training, and how to make outdoor lessons accessible year-round in different climates. Iceland’s unique landscape provided an ideal setting for this discussion, as GeoCamp Iceland showcased how the Reykjanes UNESCO Global Geopark serves as an open-air classroom for teaching natural sciences, sustainability, and geoscience. The day also featured a short excursion to key geological sites in Reykjanes, where the group discussed the potential of outdoor education in strengthening students’ scientific literacy, problem-solving skills, and engagement with real-world environmental challenges. Day 2: Drafting the ‘Ripples of Knowledge’ Project Proposal Building on the insights gained during the first day, the second day was dedicated to formulating ideas and structuring a Nordplus Junior application. The partners worked collaboratively to develop the concept for a project that will focus on leveraging outdoor education in close proximity to primary schools. Titled ‘Ripples of Knowledge: STREAM-Based Outdoor Education for a Greener Tomorrow’, the project will aim to:
Partners outlined the project’s key activities, including field visits, teacher training workshops, and student exchanges to share and test newly developed outdoor learning materials. The session concluded with a review of administrative and financial requirements for the proposal. Day 3: Site Visits and Excursions in Iceland The final day provided further inspiration through a series of site visits and excursions in Iceland, reinforcing how outdoor education can be effectively integrated into the curriculum, inspiring ideas for the implementation of the ‘Ripples of Knowledge’ project in each partner country. The preparatory meeting successfully laid the groundwork for the Nordplus Junior application, strengthening the partnership between the institutions and ensuring that outdoor education remains at the heart of innovative learning in the Nordic-Baltic region. With a shared commitment to engaging students with their local environments, the partners are now ready to take the next steps in bringing ‘Ripples of Knowledge’ to life. |
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GeoCamp Iceland is an educational project and travel agency dedicated to increasing knowledge and understanding in natural sciences with practical and active learning. We develop educational content, student and teacher guides and curricula, organize and receive international study groups focusing primarily on natural sciences, environmental challenges, climate change and STEM education.
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