 During a single afternoon and evening in May, students and faculty from Westmont University visited us for a shared dinner at our farmhouse Kollabær with Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland. The visit formed part of Westmont’s summer study abroad course Food Systems and Food Writing, a program that traces connections between food, sustainability, and storytelling across Iceland, France, and Italy.
Iceland offered a distinct lens through which to examine how geography and energy shape a national food culture. From geothermal greenhouses and hot-spring baking to locally sourced lamb, fish, and dairy, the culinary landscape in Iceland reflects both environmental adaptation and deep-rooted traditions. During their time in the country, the group explored sites like Laugarvatn Fontana, where geothermal heat is used to bake rye bread in the earth, and Friðheimar, where tomatoes thrive year-round under glass, thanks to natural hot water and abundant light. Dinner in Kollabær built on these themes with a locally prepared meal and conversation about Icelandic food culture, energy use, and historical connections to the land. The evening concluded with a short introduction to Njálssaga, one of the most significant works of medieval Icelandic literature. Set in the region surrounding Kollabær, the saga deals with honour, justice, kinship, and the tensions between law and revenge. It was a meaningful way to ground the day’s focus on food and place within the deeper narrative traditions of Iceland, where landscapes, lives, and stories have long been intertwined. We thank Professors Anna Jordan and Cynthia Toms for including the visit to Kollabær in their itinerary. It was a pleasure to share an evening of food and conversation with both faculty and students. We look forward to continuing the dialogue and exploring future opportunities for collaboration.  In May 2025, we had the privilege of welcoming a dynamic group of students from Georgian Court University for a faculty-led program focused on Icelandic health, wellness, and recreation. Led by Dr. Sachiko Komagata and Coach Jasmina (Jazz) Perazic, the program offered an immersive experience in the landscapes and lifestyle practices that make Iceland one of the happiest countries in the world. The focus of the course was to understand health through both scientific comparison and lived experience. Students examined Icelandic health and wellbeing systems while actively participating in nature-based practices, blending academic observation with personal reflection. From the geothermal fields of Reykjanes to the healing waters of the Blue Lagoon, students encountered a country where recreation, wellbeing, and sustainability are deeply connected. Noteable moments include float therapy at Flothetta, offering a calm and supportive setting, exploring sensory relaxation as a form of healing, as well as the private sauna and ocean bathing session in Skarfaklettur with our guide Eiríkur, offering the group a firsthand introduction to Iceland’s cold-water traditions and resilience culture. Physical activity played a central role throughout the week. Students walked along the black sand beaches of the South Coast, and visited some of the country’s most iconic natural sites, including Gullfoss and Þingvellir. These landscapes served not only as scenic highlights but also as living classrooms for mindfulness, movement, and ecological awareness. The academic component, which included pre- and post-trip assignments, challenged students to think critically about health statistics, wellness infrastructure, and cultural practices. Visits to Univeristy of Iceland Faculty of Health Promotion, Sports and Leisure, as well as to St. Jó centre of Wellness in Hafnarfjörður illustrated how Icelanders approach quality of life from a social and community perspective. At GeoCamp Iceland, we are always honoured to support programs that encourage learning beyond the classroom, through nature, curiosity, and meaningful engagement. Our thanks to Dr. Komagata, Coach Perazic, and all the students from Georgian Court University for joining us with open minds and full hearts. You were a wonderful group to host, and we look forward to welcoming you back.  Field-based learning, found poetry, and life-changing moments with GeoCamp Iceland In March 2025, a group of thirteen students from Edward Little High School in Auburn, Maine, set off on an unforgettable journey to Iceland with GeoCamp Iceland. Over six days, they hiked volcanic trails, stood beneath roaring waterfalls, listened to folklore, soaked in geothermal rivers—and found themselves deeply changed. Led by educators Erin Towns and Jennifer Braunfels Wardwell, and guided by Oli and the GeoCamp team, the students didn’t just witness the power of Iceland’s landscapes—they experienced transformation in every sense of the word. The group was encouraged to reflect on their journey by responding to prompts about personal challenges, moments of beauty, or experiences outside of their comfort zones. What emerged was a tapestry of stories—brimming with vulnerability, insight, and connection. “We climbed with the chance of rocks falling below us, but somehow everything seemed better than before… Friends at the beginning turned into family at the end.” — Jack, Junior  For many, the physical challenge of the hikes mirrored internal growth. The steep paths of Reykjadalur became metaphors for resilience and trust—not only in one’s own strength, but in the group. “How could I complete 45 more minutes of this hike when I could barely get through 15? Ms. Towns pulled us aside and said: ‘Take small steps, control your breath, and believe that you can do it.’ Those words stayed with me.” — Meghan, Senior “Each step became a testament of my strength and resilience… With every challenge we overcame, we grew stronger and more confident.” — Rilee, Senior  Even those who arrived with apprehension found belonging. The landscape, the shared meals, the bus rides, the laughter—all became anchors for connection. “I wasn’t very familiar with anyone in the group. Now I feel like I can call them all my friends. We sang together in the car, danced, played with the locals … The places we went only strengthened our bonds.” — Romy, Sophomore “I came to Iceland with a group I didn’t know super well… but this land built connections. When I return to school and wave at my new friends, I’ll be reminded of the unforgettable experience we shared.” — Nora, Senior  For some students, the natural beauty of Iceland provided a space for healing. In wild places, they found stillness—and even peace. “I find a hug in this wild nature. I feel my grief leave my body and settle in a new home.” — Brennan, Sophomore  Others described moments of insight sparked by landscape and legend. A talk about Viking values—curiosity, honour, and integrity—stayed with Colby throughout the trip and became a lens through which he saw not only Iceland but himself. “Was I a Viking? In the sense of education and exploration, I think I was. The people I met and the values I practiced made me feel a part of something greater.” — Colby, Senior  The reflections from teachers added further weight to the impact of the experience. Erin Towns described giving her first lecture at the terminus of Sólheimajökull glacier, drawing from her own work in geophysics while dust blew across the outwash plain and laughter echoed from nearby students. Jennifer Wardwell’s reflection was personal and profound: “This trip was a do-over of all the time we missed. I realized we are the good people—held together by the magic of this place.”  Seeing Iceland Through Their Eyes Alongside their written reflections, students were also asked to choose their favourite photos and add captions describing what they learned. These visual journals are a window into their perspectives and discoveries:  At GeoCamp Iceland, we believe that real learning happens outside the classroom—where students can feel the wind on their face, taste glacial water, and discover what it means to belong to both a group and a global story. Thank you to Edward Little High School for trusting us with your students. You reminded us that education, when rooted in experience and empathy, truly has the power to change lives.  To mark their journey, the group created a found poem—a collaborative piece woven from individual lines contributed by each student. The result is a powerful echo of their shared experience: I find a hug in this nature. Grief leaves my body, finds a new home where it looks and waits. Each step a reminder- a testament of strength and resilience. I call them friends all of the challenges we faced together. How beautiful my life can be, when I step out of my comfort zone. The fog rolls away, showing us beautiful landscapes showing us what we’re capable of. We talk, we laugh, we take pictures- one step after the other. I ask for one piece of advice. He tells me: follow your dreams She says, take small steps, control your breath, have the mindset that you can do it And will. In the afternoon hours we find the river. The mist splashes our faces, The sun hits the water just right a deafening roar surrounds us. Waterfalls, beaches, locals, folklore, foods, prices. So much to experience So much to learn, none of it to be trapped within the four frames of a picture. Every struggle, every hardship fades away, nothing else matters No words in the English language can do the feelings I felt, that day spent in the South, justice. Taking the plunge, knowing creatures from the world beyond would be delighted. This land build connections Through all the little struggles, I look to my friends Each step becoming a testament of strength and resilience. We reach the bottom new souls, taking one day at a time. Everything better than before. We sung, took photos together, danced, played with the locals Played together. When I return to school I’ll wave at my new friends And in the hallways, I will be reminded We did it All of us together. Vikings. Images: Erin Towns
 This year we mark the 10th anniversary of our collaboration with the National Council for Geographic Education (NCGE) and we’re proud to celebrate a decade of transformational field-based learning at GeoCamp Iceland. Since 2015, over 150 geography educators from across the United States have taken part in this one-of-a-kind professional development experience, immersing themselves in Iceland’s dynamic landscapes, sustainability solutions, and rich geographic stories. Our partnership with NCGE began serendipitously at the Icelandic Ambassador’s residence in Washington, DC—a meeting that led to a shared vision of Iceland as a natural classroom. From that moment, a deep collaboration grew, rooted in mutual respect, curiosity, and a shared belief in the power of place-based education. Iceland offers a living laboratory where human and physical geography meet in dramatic fashion. Tectonic rift zones, glaciers, volcanoes, geothermal power, and renewable energy solutions are not just abstract concepts here—they are daily realities that shape lives and landscapes. At the same time, Iceland’s unique settlement history, language, and contemporary responses to globalisation provide rich material for exploring culture, sustainability, and resilience. NCGE at GeoCamp Iceland isn’t just about geography—it’s about reigniting the passion to teach it. Through inquiry-based fieldwork, from walking lava fields to discussing geothermal innovations over a traditional Icelandic meal, educators return home inspired, equipped with tools, lessons, and experiences that bring geography to life for their students. Here’s to ten years of walking the land, asking questions, and learning together. We look forward to the next decade of discovery. “GeoCamp Iceland has been a wonderful experience for everyone who’s been part of it. There just couldn’t be a better learning environment than this—because of your incredible family and your expertise in creating such a finely tuned, intentional learning space. Wishing you all the best as you head into the next decade of outdoor learning." — Bob Dulli, former Director of Expeditions, National Geographic “Greetings to all the multidisciplinary colleagues who shared their enthusiasm for gaining new knowledge, skills, and perspectives while doing field studies with superb Icelandic educators. I’m grateful for everything I’ve learned and been able to apply over the past ten years. I still have a t-shirt that says: ‘Have an attitude of gratitude at every latitude.’ My Iceland experiences truly reinforced that gratitude!” — Robert “Bob” Morrill, Past President, National Council for Geographic Education (NCGE) and Professor Emeritus, Virginia Tech “GeoCamp Iceland gave me the opportunity to immerse myself in a geologically rich environment and explore first-hand the processes that shape volcanic landscapes. The program not only supported my own research into cold environment landforms but connected me with educators and professionals across disciplines. From field visits to geothermal plants and glaciers, to conversations with civil protection agencies and scientists, the experience was both intellectually rigorous and deeply inspiring. It’s shaped how I teach about natural hazards, climate change, and sustainability in my classroom, and I fully intend to return for future research.” — Dr. Carol Sawyer, Associate Professor of Earth Sciences, University of South Alabama (Participant at NCGE GeoCamp Iceland)  We believe that the best education happens in the field — where learning is hands-on, teamwork is essential, and challenges become opportunities for growth. This April, we were proud to host an outstanding group of students and educators from Auburn for an immersive outdoor education programme that blended Earth sciences, sustainability, cultural studies, and global collaboration. Throughout their visit, students explored Iceland’s surficial geologic history, glaciers, volcanoes, and the cultural ties linking Iceland with its neighbouring countries. They engaged in hands-on activities designed to build essential skills, including planning, navigation, meal preparation, and shared group responsibilities. The programme bridged disciplines across Earth and climate sciences, ornithology, global economics, history, cultural studies, visual arts, and science communication — offering a truly multidisciplinary learning experience. Students also had the opportunity to explore the local beaches and historic lighthouses surrounding the Suðurnes Science and Learning Center, where the group was based. Later in the week, they worked alongside scientists at the centre, gaining real-world insights into ongoing environmental and climate research projects. Beyond academics, the Auburn students demonstrated remarkable teamwork, resilience, and a strong sense of community. As one student put it, “GeoCamp Iceland became more than just a study programme — it felt like a home away from home.” We are especially grateful to Erin Towns and Auburn’s educational leadership for their trust and collaboration in building this experience. Looking ahead, we are excited to continue strengthening our partnership. Future plans include creating opportunities for Auburn students to connect with Icelandic students and to deepen the collaboration with GeoCamp Iceland’s education team. All photographs by Erin Towns  We were thrilled to welcome our first student group of the season—students and teachers from Gefion Gymnasium in Copenhagen—who kicked off their Icelandic learning adventure with us at GeoCamp Iceland from 24 to 28 March. Gefion is a returning partner, and we’re always excited to have them back. Their enthusiasm for field-based learning and their engagement with Iceland’s unique landscape make them a perfect fit for GeoCamp’s educational approach. Over the course of four immersive days, the group explored the dynamic Reykjanes UNESCO Global Geopark, journeyed through the geothermal wonders of the Golden Circle, and travelled along the dramatic South Coast. Their experience blended outdoor exploration with meaningful learning—connecting geology, energy, history, and Icelandic culture. Highlights included a visit to the Hellisheiði Power Plant and Carbfix project, where students learned about Iceland’s role in carbon capture innovation, standing in awe at Gullfoss waterfall and the geothermal area of Geysir. On the South Coast, they walked the black sands of Reynisfjara and stood at the foot of Sólheimajökull glacier, directly witnessing the impact of climate change. In Reykjavík, students explored the city’s roots and current political landscape. They visited the Settlement Museum, where they traced the earliest days of urban life in Iceland, and took part in an engaging session at City Hall on Icelandic politics, governance, and civic participation. Gefion’s visit marked a brilliant start to the 2025 season—combining education, nature, and discovery. We’re excited to see many more groups following in their footsteps!  As summer approaches, GeoCamp Iceland is gearing up for our most exciting season yet. The year is set to become a milestone for our field-based learning programs with a number of new partner institutions joining us for the first time, including University of Maine, Exeter Academy and Brooklyn College, as well as returning groups eager to revisit Iceland’s dynamic landscapes once again.
A Growing Global Community This summer, students and educators from universities, colleges, and high schools across North America and Europe will embark on immersive learning experiences with us. Their participation underscores the growing interest in Iceland as a premier destination for outdoor education in Earth sciences, sustainability, climate change and STEAM subjects. Why Iceland? Why Now? Iceland’s ever-changing geological features, from active volcanoes to retreating glaciers, provide an unparalleled real-world classroom. With climate change at the forefront of global discussions, students will have the opportunity to witness and study its effects firsthand while learning about Iceland’s pioneering efforts in renewable energy and environmental sustainability. Our hands-on programs encourage critical thinking and problem-solving, fostering a deep understanding of these pressing global issues. This summer’s study tours will feature a diverse range of academic focuses, including:
Each program is tailored to the needs of our partner institutions, ensuring a customized and impactful learning experience. Looking Ahead With more students than ever engaging in field-based learning with GeoCamp Iceland, we are excited to expand our impact and continue fostering a deeper appreciation for the natural world. If your institution is interested in joining us for a future program, we’d love to hear from you. Follow along on our social media channels and website for updates and highlights from this incredible summer ahead. Here’s to an unforgettable season of exploration, discovery, and learning in Iceland.  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.  Supporting the International Year of Glaciers’ Preservation GeoCamp Iceland is committed to highlighting the goals of the International Year of Glaciers’ Preservation by integrating glacier-related education and research into its programs. This year-long initiative is a global call to action, aiming to raise awareness, foster collaboration, and inspire meaningful responses to the climate crisis. At GeoCamp, we believe education is a cornerstone of this effort. We will shine a spotlight on Icelandic glaciers through a range of educational and research-focused initiatives. From hosting university-level research projects led by renowned glacier scientists to introducing high school students to the awe-inspiring sight of glaciers for the first time, our programs are designed to inspire and educate. Sites like Sólheimajökull glacier tounge on the South Coast of Iceland offer not only a scientific exploration of glacial retreat but also an emotional connection as participants witness the profound impact of climate change firsthand. By standing at the edge of a retreating glacier, students can witness first-hand the reality of this global challenge, through sites and sounds.  Storytelling as a Catalyst for Change Our ongoing collaboration with Andri Snær Magnason, author of On Time and Water, adds a unique dimension to our glacier-focused initiatives. Andri’s storytelling provides a bridge between scientific data and human emotion, making the impacts of climate change relatable and deeply personal. “Glaciers are frozen manuscripts that tell stories just like tree circles and sedimentary deposits; from them, you can gather information and create a picture of the past.” His narratives will continue to be an integral part of our programs, helping participants understand not just the science of glacier loss, but also its cultural and existential implications.  A Call to Action for Glaciers
The International Year of Glaciers’ Preservation represents a pivotal moment for global collaboration and action. GeoCamp Iceland will continue to contribute to this mission by blending glacier research, educational experiences, and compelling narratives, with on-site visits in Iceland. Together with our partners, students, and collaborators, we aim to inspire a new generation of advocates for glaciers and the ecosystems they support. In 2025, as we highlight this global cause, we invite you to join us in standing with glaciers, not just as symbols of our country's natural beauty, but as vital elements of Earth’s future. By working together, we can ensure these frozen giants remain a part of our shared heritage for generations to come.  Even with frequent earthquakes and volcanic eruptions, Iceland tops the list of the safest places in the world. Iceland consistently ranks as the world’s safest country, making it an ideal destination for student travelers and educational groups. According to the Global Peace Index, Iceland has topped the list for 14 years, and it’s easy to see why. With no military, low crime, and a strong sense of community, Iceland offers a peaceful environment for both locals and visitors. This is why GeoCamp Iceland is thrilled to welcome students from around the world to experience the unique combination of safety and natural wonder that our country offers.
Community built on trust and low crime The core components of Iceland’s safety are its low crime rate, strong social cohesion, and community support systems. Iceland’s crime rate is among the lowest globally, and the close-knit society means that locals feel they can depend on one another. This extends to visitors, as Icelanders take pride in looking out for guests and creating a welcoming atmosphere. At Another reason why Iceland is so safe, especially for young visitors, is the freedom available to children and youth. Iceland’s low crime and small communities allow children to enjoy a level of independence that’s rare elsewhere. At GeoCamp Iceland, we ensure that students experience this freedom in a safe, structured way, guiding them through outdoor activities, whether exploring volcanic landscapes or studying coastal biodiversity. By providing hands-on, real-world learning experiences, GeoCamp Iceland encourages students to interact confidently with Iceland’s stunning landscapes while emphasizing responsibility and safety. Leader in gender equality and life quality An additional aspect contributing to Iceland’s safety is the nation’s strong stance on gender equality. Iceland ranks first worldwide in gender equality, making it a particularly reassuring destination for young women and diverse groups. This commitment to fairness and inclusivity is evident in Iceland’s societal attitudes, and GeoCamp Iceland reflects these values in our programs. We aim to create a supportive environment where students of all backgrounds feel welcome and empowered to explore and learn. Iceland also offers an exceptional quality of life, ranking high in areas such as clean air and water, community support, and life satisfaction. This quality of life fosters a society that values mutual respect, responsibility, and well-being, all of which contribute to Iceland’s reputation as a safe destination. GeoCamp Iceland emphasizes these values in our programs, inviting students not only to learn about Iceland’s landscapes but also to experience the social values that make Iceland unique. By immersing students in this environment, we aim to provide an unforgettable, holistic educational experience. Staying safe in Iceland’s beautiful but challenging nature While Iceland’s natural beauty is a major draw, it does come with its own set of hazards. Rapidly changing weather and challenging terrains require visitors to take precautions. Icelanders are well aware of this and operate a highly organized volunteer-based search and rescue network to support those exploring the wilder parts of the country. GeoCamp Iceland collaborates with local rescue teams and uses resources like the SafeTravel website to prepare students for their activities. Through these partnerships, we ensure students learn safe travel practices and gain an understanding of responsible outdoor exploration. In short, Iceland’s unparalleled safety record, welcoming culture, and breathtaking natural landscapes make it the perfect place for educational travel. GeoCamp Iceland is proud to offer students a gateway to this remarkable country, where they can learn, explore, and experience Iceland in a secure and supportive setting. For those considering a study trip to Iceland, GeoCamp Iceland provides a unique opportunity to engage with the natural world in one of the safest places on Earth.  This year GeoCamp Iceland took part in a series of workshops in Denmark for science teachers focusing on STEM subjects and outdoor education in Geoparks. The project was managed by the Association of Municipalities of Suðurnes (SSS) and funded by the Erasmus+ Education Programme of the European Union, and enabled teachers to travel to Denmark on a week-long trip, where they gained ideas on how to use outdoor learning within the Reykjanes Geopark to make science education more engaging and integrate additional STEM projects into their teaching.  “It was very interesting to see the endless supply of educational resources funded by companies. The opportunities available to student groups in Denmark for field trips and educational activities with their teachers is something we would love to see in Iceland.” Drífa Thorstensen, Háaleitisskóli in Reykjanesbær A total of 18 teachers from 11 primary schools in the region took part in two trips to Denmark, focusing on STEM education and outdoor learning, as well as building a network of science teachers and strengthening connections between schools across municipalities.  “What I am taking home with me are the connections I made with colleagues in the area, which will definitely benefit our work. I came back inspired and excited, and I’m already talking more about science in my classes.” Guðrún Kristín Ragnarsdóttir, Stóru-Vogaskóli in Vogar As part of the study trips, the groups visited schools and educational institutions in Denmark, and gained insight into the educational work within two different geoparks: Odsherred Geopark and Geopark Det Sydfynske Øhav. In addition to learning how teaching can take place in connection with geoparks, the participants gained insight into the role of geoparks in the local community. Odsherred Geopark, for example, is known for its strong collaboration with residents and schools, offering robust outdoor learning and a variety of STEM projects.  “My impression is that students and their families often travel far to experience Iceland and the beauty and wonders our country has to offer. I believe that with targeted education and promotion aimed at families in Reykjanes and the capital area, we could attract more families for day trips around Reykjanes or to specific sites within it.” Haraldur Haraldsson, Akurskóli in Reykjanesbær The first trip took place in March 2024 and began with a visit to the Experimentarium museum in Copenhagen, where teachers tried a wide range of interactive projects designed to spark young people’s curiosity in science. The group then visited the University of Southern Denmark in Odense, where they were introduced to the Natural Science Research Centre (FNUG) and how it supports schools and teachers in implementing STEM teaching practices. The group also visited Geopark Det Sydfynske Øhav and explored their methods for connecting with local residents and schools in southern Funen. The main visit was to Odsherred Geopark, where the park’s geologists explained and demonstrated how they engage students with practical outdoor learning. The trip concluded with the group’s participation in the Big Bang conference in Odense, an annual conference for science, outdoor learning, and STEM teachers in Denmark.  "On the final day, we participated in the Big Bang conference, which featured a large exhibition where companies and institutions showcased their educational materials. There was also a wide variety of presentations and discussion groups to choose from. The conference was the cherry on top; we returned home with our heads and suitcases full of new ideas, teaching methods, and tools that will influence my teaching in the future." Hildur Sigfúsdóttir, Heiðarskóli in Reykjanesbær The second trip took place in August 2024, starting with the group’s participation in the Knowledge Forum at the Suðurnes Knowledge Centre. As before, the main visit was to Odsherred Geopark, where the group received an in-depth introduction to field trips and sites within the geopark suited to outdoor teaching in subjects such as geology, history, and natural science. Near the geopark is Holbæks Grønne Lunge, a green area that is used extensively by schools for science education.  “For students to become passionate about science, teaching needs to be interesting, and more time should be devoted to this kind of learning. I believe that the greatest benefit for students is when the teacher is enthusiastic about the subject matter and listens to the students and their opinions.” Guðrún Ósk Gunnlaugsdóttir, Sandgerðisskóli in Suðurnesjabær The group then visited Science Talenter in the medieval town of Sorø, where they participated in a full-day workshop on diverse STEM projects in collaboration with teachers and scientists. Participants also had the opportunity to search for fossils on a field trip to nearby limestone quarries. Lastly, the outdoor learning teachers from the geopark in Southern Funen welcomed the group, where they covered education on forestry, plant life, and local wildlife.  “This trip has encouraged new ways of making STEM subjects more accessible and engaging for students, with an interdisciplinary approach combining environmental awareness and scientific inquiry.” Brynja Stefánsdóttir, Stapaskóli in Reykjanesbær Participants agree that these two teacher study trips from Reykjanes to Denmark have already provided useful and interesting ideas that are highly relevant to classrooms in Reykjanes primary schools. Participants feel that these study trips help strengthen networks among teachers across Reykjanes schools, especially as science teachers are often the only one of their kind in their school. These trips have laid the foundation for a formal network of STEM teachers in Reykjanes, enabling them to continue sharing knowledge, ideas, best practices, and teaching materials with one another. The project has already impacted the school community in Reykjanes, with the teachers who participated actively preparing for and implementing the UNESCO school initiative in Reykjanes.  “This was more than just a journey; it was invaluable inspiration for the science teaching community in Reykjanes. Not only in terms of new ideas and methods, but also this valuable network that will continue to support all of these teachers. Projects like this are an absolute boost to the school community in Reykjanes.” Sigrún Svafa Ólafsdóttir, Project Manager of Educational Affairs, Reykjanes Geopark and GeoCamp Iceland |
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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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