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
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.

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

Reflections on a transformative professional development journey—now featured in The Exeter Bulletin, Fall 2025

When eight science faculty members from Phillips Exeter Academy travelled to southwest Iceland for a six-day field experience last August, they stepped directly into the landscapes that have shaped Iceland’s identity, energy systems and scientific innovation. Their journey—guided by GeoCamp Iceland and designed in collaboration with the University of Iceland—has now been captured in a full feature in the Exeter Bulletin (Fall 2025). It’s a thoughtful and beautifully told reflection on what happens when educators immerse themselves in one of the world’s most dynamic geoscience environments.

For GeoCamp Iceland, welcoming the Exeter team was a natural fit. Their backgrounds in physics, chemistry and biology aligned seamlessly with our mission: to turn Iceland into an active learning space where teachers and students can explore Earth processes, sustainability and climate change first-hand.

A Week of Hands-On Learning in Active Landscapes

The article highlights how quickly Iceland reveals itself as a “living classroom.” Under the guidance of Öli (Ólafur Jón Arnbjörnsson), the group traced fresh lava flows, learned how seismic activity is monitored in real time, and followed retreating glacier margins shaped by warming trends over the last decades.

At one glacier site, they knelt to taste water streaming from newly exposed melt channels—rivulets forming almost in front of their eyes. These “glacier tears,” as one instructor described them, underscored the urgency and emotional resonance of studying climate change on location rather than in theory.

Energy Systems, Geothermal Innovation and Sustainability

The Exeter faculty also toured the Hellisheiði Geothermal Power Plant, where they explored Iceland’s renewable energy infrastructure and the now-world-famous CarbFix project, which mineralises carbon dioxide back into stone.

Their reflections echo a key message we share with all visiting groups: Iceland is not only a landscape shaped by natural forces but a laboratory for sustainable solutions. Seeing miles of geothermal pipelines snake across the valleys, witnessing CO₂ turned into basalt, and discussing the ethics of resource use gave teachers a fuller, more critical view of how societies navigate energy transitions.

People, Culture and Perspectives on Stewardship

The journey wasn’t purely scientific. The Exeter Bulletin piece describes meaningful conversations about Iceland’s social history and cultural ethos—especially the responsibility Icelanders feel toward protecting their natural heritage.

The group visited historical sites, discussed conservation pioneers like Sigríður Tómasdóttir of Gullfoss, and explored how geothermal abundance shapes both daily life and national debate. Teacher Susan Park summarised the experience powerfully: “To be in conversation with a living author who is immersed in the cultural significance of a global science-informed issue was fascinating.”

That author was Andri Snær Magnason, whose book On Time and Water many of the teachers had read before the trip. Their afternoon with him became a masterclass in storytelling, climate communication and hope.

A GeoCamp Tradition: Hospitality and Community

As with many GeoCamp trips, the week ended not in a lecture hall but at a family table—this time at Öli’s farmhouse, where stories, songs and camaraderie flowed as easily as the geothermal hot water beneath the region.

These moments matter. They remind visiting educators that science is lived, shared and embedded in community.

Why This Matters for Teachers—and for GeoCamp Iceland

Exeter’s article captures exactly why faculty development trips in Iceland are so impactful. Teachers return home with sharper tools, richer analogies and a stronger sense of connection between Earth systems and human choices. Their students benefit from that excitement—and from lesson plans grounded in direct field observation rather than distant abstraction.

For GeoCamp Iceland, this collaboration reaffirms the value of our approach: outdoor learning, close partnership with experts, access to cutting-edge science, and authentic encounters with Iceland’s landscapes and people.

We are grateful to Phillips Exeter Academy for sharing their experience so thoughtfully—and we look forward to welcoming future groups who want to step into the same extraordinary classroom.

​Read the Exeter Bullitin [PDF]

This October, GeoCamp Iceland welcomed back students and teachers from Chaparral High School, Colorado, for their second educational journey to Iceland. After their first summer visit in June 2024, the group returned to experience the country in a new season — with autumn colours, crisp air, and the chance to see the northern lights dancing over volcanic landscapes.

The 2025 program took the group on a field-based learning journey across Iceland, combining Earth science, sustainability, and culture.

A Journey Through Fire and Ice

The trip began on the Reykjanes Peninsula, exploring the dramatic volcanic landscape within the Reykjanes UNESCO Global Geopark. Students visited eruption sites near Grindavík, where they learned about the recent volcanic activity that has reshaped the area, and how Iceland’s scientists monitor and respond to these natural events.
From there, the group continued through Hellisheiði to study geothermal energy production, before standing between continents at Þingvellir National Park and relaxing in the natural warmth of the Secret Lagoon.

Glaciers, Waterfalls, and the Power of Nature

Day three brought the group to the south coast, where students hiked on Sólheimajökull glacier, explored Reynisfjara’s black sand beach, and visited some of Iceland’s most iconic waterfalls. Each stop connected classroom theory with real-world examples of geology, erosion, and energy transfer.

The journey then continued north to Mývatn, a region defined by geothermal activity and volcanic formations. After a long day’s drive, students enjoyed a well-deserved soak in the Jarðböðin geothermal pools. The following days were spent exploring Dettifoss, Ásbyrgi, and Dimmuborgir, where unique geological formations sparked curiosity and conversation — all beneath the shimmering glow of the aurora borealis.

Science in Action

The program also included visits to Goðafoss waterfall, a whale watching tour from Húsavík, and an introduction to Iceland’s renewable energy systems. On the way back south, the group stopped at Hraunfossar before returning to Reykjavík for their final night, ending the week back in Reykjanes with reflections on what they had learned and experienced.

Throughout the program, the Chaparral group explored how Iceland’s landscapes tell the story of a dynamic Earth — from tectonic rifts and glaciers to geothermal energy and sustainable living. The GeoCamp Iceland team guided the group through every stage of this immersive experience, connecting outdoor learning with science, sustainability, and culture.

From the edge of erupting volcanoes to the quiet glow of the northern lights, the journey captured what GeoCamp Iceland is all about: turning the land itself into a classroom.

In August 2018, GeoCamp Iceland hosted graduate students and professors from Yale University’s Archaia: Program for the Study of Global Antiquity for a two-week summer course that stretched across two countries — Iceland and Greenland.

Based at GeoCamp Iceland, the group explored Iceland’s extraordinary volcanic landscapes and cultural heritage through a programme designed and delivered in collaboration with their faculty leaders, Professors Joe Manning (History & Classics), Anders Winroth (History), and Jóhanna Katrín Friðriksdóttir (Humanities and Medieval Studies). Together with our local experts, GeoCamp guided the group through field lectures at sites such as Öræfajökull in Vatnajökull National Park, the lava fields shaped by Iceland’s largest eruptions, and the sagas embedded in the landscape.

The course linked Earth sciences with the humanities: paleoclimatology, volcanology, and geology were studied alongside Norse settlement, medieval history, and the Icelandic saga tradition. This interdisciplinary approach reflects our core mission at GeoCamp — to create learning experiences where natural and human archives meet, giving students a deeper understanding of how societies adapt to environmental change.

Among other highlights was the group’s journey from Iceland to Greenland, where GeoCamp Iceland facilitated a visit to the Greenland Climate Research Centre in Nuuk. There, students and professors engaged with leading experts on climatology, environmental studies, and the Greenlandic fishing industry, while exploring the legacies of Norse and Inuit settlement in one of the world’s most climate-sensitive regions.

The Yale Archaia programme remains a landmark example of how GeoCamp Iceland connects academic institutions with the living classrooms of the North Atlantic. With growing interest from universities in combining Iceland and Greenland within their study abroad and field courses, this pioneering trip continues to inspire new ways of learning — across disciplines, across borders, and directly in the field.

In August 2025, GeoCamp Iceland had the pleasure of welcoming a dynamic group of science faculty from Phillips Exeter Academy for a six-day educational journey across southwest Iceland. With backgrounds in physics, chemistry, and biology, the eight educators immersed themselves in the living classroom of Iceland’s volcanic landscapes, renewable energy systems, and unique approaches to sustainability.

Their program began with an exploration of the Reykjanes Peninsula, diving straight into Iceland’s tectonic identity and geothermal innovations. A visit to a local school highlighted how STEAM-based outdoor education is shaping young minds in Iceland. The group also met with renowned author and climate activist Andri Snær Magnason to discuss the power of storytelling in communicating climate science.

In the days that followed, the group journeyed from Reykjavík to Þingvellir, Gullfoss, and the black sands of Reynisfjara, retracing parts of the path taken by Exeter students earlier this summer. Along the way, they explored Iceland’s sagas, energy history, and extraordinary natural landscapes. A glacier hike on Sólheimajökull offered a stark encounter with the realities of climate change, while a final visit to the CarbFix carbon capture project at Hellisheiði highlighted cutting-edge solutions for a more sustainable future.

​This visit was not just a study tour—it was a meaningful exchange between educators and landscapes, ideas and experiences. We’re grateful for the partnership with Phillips Exeter Academy and look forward to welcoming more faculty and students from their community in the years to come.

The following reflections come directly from students who took part in this summer’s UW–Madison Field Study in Iceland. Over two weeks, they combined classroom preparation with hands-on exploration across Iceland’s volcanic landscapes, glaciers, and coastal ecosystems. Their words capture not only what they learned, but how the experience changed them. For many, the journey began as a leap into the unknown. 

In July we welcomed West Chester University (WCU) back to GeoCamp Iceland for an intensive two-week field course exploring Iceland’s dynamic geology. Led by Dr. Daria Nikitina and supported by the GeoCamp Iceland team, this returning group of students dove deep into the volcanic landscapes, glacial systems, and geothermal wonders that make Iceland one of the most compelling Earth science classrooms on the planet.

Beginning on the Reykjanes Peninsula, students were introduced to Iceland’s unique position astride the Mid-Atlantic Ridge. From day one, they were already walking between tectonic plates and witnessing the surface expressions of deep geological forces—lava fields, rift valleys, and steaming geothermal zones. This introduction set the tone for a journey that would span from ancient eruptions to modern energy systems, from explosive volcanoes to sustainable innovation.

Highlights from the programme included a hike to the Fagradalsfjall eruption site, a visit to the rift valley at Þingvellir National Park, and the iceberg-littered glacier lagoon of Jökulsárlón, as well as Gígjökull glacier and Snæfellsnes peninsula. Students explored tephra layers around Mt. Hekla, walked in the shadows of receding glaciers like Sólheimajökull, and stood on black sand beaches formed by relentless coastal erosion. They examined the aftermath of the 1973 eruption in the Westman Islands and traced Iceland’s renewable energy infrastructure from deep within the Earth to modern-day power plants like Hellisheiði.

But this journey was never just about the rocks

WCU students also reflected on the relationship between Iceland’s dramatic landscapes and its culture, visiting museums, engaging with local experts, and connecting the natural sciences with broader themes of sustainability, resilience, and history.

And then, on their very last day in Iceland, nature reminded everyone why this island is truly alive. As if to underline the week’s lessons, the Reykjanes Peninsula once again ruptured open with a fresh volcanic eruption—offering students a rare and unforgettable opportunity to witness Earth’s power in real time, just hours before departure.

GeoCamp Iceland remains committed to providing hands-on, meaningful educational experiences for Earth science students, and it’s a privilege to work with institutions like West Chester University who share our passion for active, outdoor learning.

We look forward to welcoming them back again. Because in Iceland, there’s always more to discover.

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.

This June, GeoCamp Iceland had the pleasure of once again welcoming students and faculty from the University of Wisconsin–Madison for an immersive two-week field study program focused on ecology, climate change, and Iceland’s dynamic natural systems.

Led by Dr. Sharon Thoma, the group explored the connections between biodiversity, geology, and culture across southwestern Iceland—from the volcanic energy of Reykjanes and the glaciers of the south coast to the fragile tundra ecosystems of Þórsmörk. Their visit marked a continued collaboration between UW–Madison and GeoCamp, now several years strong, and already looking ahead to future cohorts.

Field Studies and Education in Iceland

As in previous years, Þórsmörk served as the cornerstone of the group’s scientific fieldwork. Tucked between glaciers and shaped by centuries of volcanic activity, this remote valley offers a unique natural laboratory for biodiversity research. Students hiked, collected data, and reflected on the resilience of life in harsh environments, building on earlier research and contributing to a growing body of knowledge about Icelandic tundra ecosystems.

Beyond the field studies, the itinerary also brought students face-to-face with sustainability in action—whether learning about geothermal bread baking in Laugarvatn, speaking with glacier guides about disappearing ice, or meeting local experts working in genetics, fisheries, and the circular economy. There was time, too, for cultural connections: a conversation with author Andri Snær Magnason, puffin sightings on Heimaey, a taste of Icelandic music, and quiet moments for personal reflection in wild, unforgettable landscapes.

The GeoCamp team was proud to support the logistical and educational framework for the trip—arranging everything from excursions and guest speakers to meals and accommodation. As always, our goal is to ensure students not only see Iceland, but truly engage with it.

We look forward to continuing this partnership with UW–Madison in 2026 and beyond. Until then, thank you to this year’s group for their curiosity, energy, and commitment to learning in the field.