In April, GeoCamp Iceland hosted a group of students from Tri-County Technical Center in Dexter, Maine, led by educator Erin Towns. Tri-County is a public career and technical education (CTE) school serving students from multiple districts, offering a wide range of programmes designed to develop practical skills and prepare students for further education and employment.  

The visit to Iceland was designed as an extension of this approach, with a focus on field-based learning and outdoor education. Throughout the programme, students worked directly in a range of natural environments, including geothermal areas, volcanic landscapes, and glacial systems. Activities were structured around observation, documentation, and interpretation of natural processes, with students applying methods such as data collection, photography, and drone-based recording.

The emphasis was on understanding active Earth systems in real conditions. This included examining geothermal activity, identifying geological features in volcanic terrain, and observing glacial processes and indicators of environmental change. Rather than working with simulations or case studies, students engaged with the landscape itself as the primary source of information.

The programme also supported the development of transferable skills aligned with technical education. Students worked in teams, recorded field observations, and interpreted environmental data. The use of technical tools in the field—such as drones and digital documentation—provided a direct link between classroom-based learning and applied practice.

This type of outdoor learning environment allows students to connect theoretical knowledge with practical experience, particularly in areas related to environmental science, natural resources, and technical disciplines.

It’s hands-on, immersive, and sometimes a bit unpredictable — just like the careers they’re preparing for. That’s the power of outdoor learning. We thank Erin and Tri-County for showing us this in real life.

All images from Erin Towns

As part of the REPower project, partners met in Italy for the first Joint Staff Training, moving from planning into actual development of renewable energy training.

REPower is a two-year Erasmus+ cooperation project focused on strengthening vocational education through practical training, shared curricula, and the use of digital tools such as VR and AR. The aim is simple: make renewable energy training more relevant, more practical, and easier to use across different countries.

From Structure to Content

The training in Italy was where the work became concrete. Using shared templates, partners developed learning activities, defined outputs, and aligned on how modules should be built.

This was less about discussion and more about production. The focus was on making sure that what is being developed can actually be used—by teachers, in classrooms, and in training environments.
Grounding the Work in RealityA consistent thread throughout the week was keeping the connection to real systems. Training modules are being shaped around how renewable energy is actually used and managed—not how it is described in textbooks.

For GeoCamp Iceland, this is where the contribution is clear. The work builds on experience with geothermal systems and field-based training, bringing practical examples into the design process. The aim is to make sure the materials reflect real conditions, not ideal ones.

Flexibility and Adaptability is the Key

One challenge that came up repeatedly is that there is no single learning environment across Europe. Equipment differs, systems differ, and so do learners. The solution being developed is not a fixed course, but a modular structure. Core learning outcomes stay the same, but how they are delivered can change. This is where ideas like adaptability and transferability move from buzzwords to actual design decisions.

Different content formats were discussed, including animation, real-world video, AI-supported content, and existing materials. AR and VR were part of the discussion, especially for situations where access is limited or where safety is an issue. But there was also a clear agreement that technology should support learning, not define it.

Every activity needs to be able to work without advanced tools. If VR is not available, the learning should still hold.

What This Means for GeoCamp Iceland

Within REPower, GeoCamp Iceland leads the development of training materials for trainers and students and contributes directly to how learning is structured and tested in practice.

The approach is straightforward. To pring learning out of purely theoretical settings and anchor it in real environments. This will also carry forward into the hands-on training activities planned in Iceland, where modules developed during the project will be tested in the field.

​In April, partners in the On the Move project met in Nicosia, Cyprus for the third transnational meeting. This wasn’t just another coordination meeting. It marked a clear shift in the project — from developing frameworks to preparing for implementation. Over the past year, the partnership has been working on something quite concrete: how to make blended mobility actually work in vocational education and training.

Where we are now

Since the project started in 2025, the focus has been on building the foundations. On the Move brings together partners from seven European countries to strengthen blended mobility in apprenticeships — combining physical placements with digital learning.  

The work so far has centred around developing four interconnected frameworks. These are not policy papers for the shelf. They are practical structures that define how mobility is organised, how learning outcomes are recognised, how apprentices are supported, and what organisations need in order to deliver this properly. The last meeting in Bergamo already showed that these frameworks were becoming more coherent and usable. In Cyprus, the question was simple: are we ready to use them?

Moving into training

The answer is yes — and that is where the project is now heading. A structured training programme is being finalised and will be rolled out across all partner countries. The aim is to support VET providers, companies, and intermediary organisations in actually applying these frameworks in practice.
This includes both e-learning and in-person training, along with a dedicated Training of Trainers phase.  

This matters. Because blended mobility is not just a technical adjustment — it changes how apprenticeships are organised, supervised, and experienced. Organisations need to adapt, and that requires proper support. The project is targeting more than 400 stakeholders across Europe, with the goal of making blended mobility something that is not only possible, but normal practice.  

Why this matters

Mobility has always been a strong part of VET, but it has also been limited — by cost, logistics, and access. Blended mobility opens this up. It allows more apprentices to take part, gives companies more flexibility, and creates stronger links between learning and real working environments.

That is really what On the Move is about. Not just promoting mobility, but making sure it is structured, supported, and delivers real learning outcomes.  

What came out of Cyprus

The Cyprus meeting was focused and practical. Partners worked through the training structure, aligned on content, and discussed how to deliver it across different national systems. There was also time spent on evaluation, risk assessment, and dissemination — making sure the work is not only done, but also shared and used.

The next phase is where things become visible. Training starts. Organisations begin testing the frameworks in practice. And we start to see what works, what needs adjusting, and what can scale.
That’s the real test of this project. Not whether we produced good documents — but whether VET providers and companies across Europe can actually use them.

Moorestown Friends School joined GeoCamp Iceland in March as part of their Intensive Learning program, bringing a group of curious and reflective students to explore Iceland through the lens of climate, sustainability, and community. Rooted in Quaker values such as stewardship, equality, and service, the program encourages students to engage deeply. With place, with people, and with each other.

Throughout their time in Iceland, students documented their journey in a series of blog posts. What follows brings together their reflections, capturing not just where they went, but how they experienced it.

The Golden Circle: Connecting Systems

“One of the key lessons we learned… was about the equality of women in Iceland.” Travelling the Golden Circle, students visited Þingvellir, Geysir, and surrounding sites, connecting geological processes with Icelandic history and society. From tectonic boundaries to erupting geysers, the day offered a deeper understanding of how natural systems shape both land and life. Read the full student blog.

Adaptability: Learning the Icelandic Way

“In many places, plans define the experience. Here, the ability to change them does.” When weather disrupted plans, the group adapted—visiting museums, exploring local spaces, and finding meaning in the unexpected. The Icelandic mindset of Þetta reddast became more than a phrase; it became part of the experience. Read the full student blog.

Final Reflections

Across all their writing, one thing stands out: This was not just a trip, but a process of learning through experience.

Through changing weather, powerful landscapes, and meaningful encounters, students connected science with real-world context ... and with their own values.

At GeoCamp Iceland, we also recognise that every visit is a two-way exchange. We relish the opportunity to experience our own country through the eyes of our visitors (glöggt er gests augað). Each group brings new questions, new perspectives, and new reflections that deepen our own understanding of the landscapes we work in every day.

In that sense, every student trip is a learning experience for us as well. We are grateful to the students and faculty of Moorestown Friends School for their curiosity, openness, and thoughtful reflections. For allowing us to be part of their journey and their story.

This is what field-based learning looks like in practice.

From 15 – 19 March, a group of nine teachers from the Reykjanes Peninsula participated in a professional development mobility to Denmark as part of the Erasmus+ project “Tides of Change: Sustainability and Climate Awareness in Coastal Regions through UNESCO School Collaboration.” 

The project is led by the Federation of Municipalities in Suðurnes Region (SSS), with GeoCamp Iceland, Reykjanes UNESCO Global Geopark, and all primary schools in the region as active partners. It focuses on strengthening climate education, ocean literacy, and field-based learning across UNESCO schools through international collaboration.

The participating group represented eight of the ten primary schools within the Reykjanes UNESCO Global Geopark. All participants are teachers engaged in UNESCO school activities, with a shared focus on sustainability education and outdoor learning.

The mobility programme in Denmark centred on job-shadowing and knowledge exchange with UNESCO schools and geoparks. The first visit took place in Odsherred UNESCO Global Geopark, where participants explored practical approaches to outdoor education and place-based learning. The programme demonstrated how geoparks can actively support schools in developing localised, nature-based education and strengthen connections between communities and their natural environment.

Further visits included Rantzausminde School in Svendborg, located within Geopark Det Sydfynske Øhav. The school emphasises international collaboration, cultural understanding, and strong integration of practical and creative subjects, including maker spaces and hands-on learning environments.
Participants also visited Revsvindinge Friskole, gaining insight into the Danish “free school” model, where schools are independently operated with strong parental involvement. The visit highlighted alternative approaches to education, student engagement, and community-based learning.

A key example of sustainability education was observed at Holluf Pile School in Odense, a long-standing UNESCO school. The visit focused on the “From Garden to Stomach” programme, where students engage in growing, harvesting, and preparing food. This initiative integrates environmental awareness, food literacy, and outdoor learning into the curriculum, supported by well-developed outdoor facilities and learning environments.

The mobility concluded with participation in the Big Bang Science Education Conference in Odense, providing exposure to a wide range of teaching methods, workshops, and educational resources in science and outdoor learning.

This mobility is part of a broader Erasmus+ initiative aiming to enhance teacher competencies in climate resilience, outdoor education, and sustainability, while strengthening collaboration between UNESCO schools and geoparks in coastal regions. The knowledge and practices gained during the visit will be implemented across participating schools in Reykjanes, including through the development of lesson plans, outdoor learning activities, and UNESCO Sustainability Weeks.

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.

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.
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Outdoor learning begins with confidence. Sometimes, all it takes is the courage to step outside the classroom.

Earlier this month, we travelled to Lanzarote to take part in the first transnational meeting of the Erasmus+ project Green Footprint, a collaboration focused on one simple but important idea. Helping young people travel better.

GeoCamp Iceland is proud to be involved in the project as an associated partner, working alongside Visit Reykjanes, who lead the project, along with partners from Italy and Spain. Together, we are exploring how tourism can shift from being part of the problem to becoming part of the solution.

The setting for the meeting could not have been more fitting. Lanzarote and the Chinijo Islands UNESCO Global Geopark is often described as an “open-air museum”—a landscape shaped by volcanic forces, rich in geological heritage, and at the same time increasingly under pressure from tourism. That balance between value and vulnerability framed much of our discussion.

A key challenge discussed was the growing gap between how places are experienced and how they are presented online. Social media and the so-called “influencer effect” are driving visitors to fragile, often unprepared locations, sometimes with very real consequences for nature and local communities. At the same time, travellers are increasingly relying on digital tools and AI to plan their journeys, which raises an important question: who is shaping that information?

The Green Footprint project is our attempt to step into that space

At the heart of the project is the development of short, engaging video content designed to guide behaviour in a practical way. Not lectures, not rules, but simple, clear messages rooted in real places. From the Icelandic side, we introduced the idea of “Travel like a Guest”. It’s not complicated. If you wouldn’t walk across someone’s garden at home, don’t walk across fragile moss. If a place feels dangerous, it probably is. And if you can leave a place a little better than you found it (even by picking up one piece of litter) you’re already part of the solution.

During the project meeting in Lanzarote we visited volcanic craters, coastal cliffs, lava formations, and cultural sites. Places where the challenges we were discussing are already visible. These field visits grounded the project in reality and will directly shape the content we develop moving forward.

For us at GeoCamp Iceland, this project connects closely with what we already believe: that education, storytelling, and real-world experience are some of the most powerful tools we have to shape the future of travel.

And if we get it right, the goal is simple—people leave not just with photos, but with a better understanding of the places they visit, and maybe even a slightly lighter footprint.

On 12 August 2026, a total solar eclipse will pass across parts of the North Atlantic and Iceland. For scientists, educators, and students alike, a total eclipse is a rare opportunity to observe how sudden changes in sunlight affect the Earth’s atmosphere and environment.

At GeoCamp Iceland and within Reykjanes UNESCO Global Geopark, we are exploring an exciting collaboration with a student research team from Hanover High School in New Hampshire, USA, who plan to conduct a high-altitude balloon (HAB) research mission during the eclipse.

The project is led by science educator Kevin Lavigne and the Hanover High Altitude Ballooning and Engineering Team (HHS HABET)—a student group that designs, builds, and launches scientific payloads to the edge of space.

This collaboration has already begun to take shape through direct exchange. On 24 February, Ólafur Jón Arnbjörnsson and Arnbjörn Ólafsson from GeoCamp Iceland visited the Hanover team in New Hampshire, meeting with students and gaining first-hand insight into their work, facilities, and approach to hands-on science and engineering. The visit helped lay the groundwork for what is now developing into a shared international project.

From the Classroom to the Edge of Space
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The Hanover students are not just learning about science—they are doing it.

As Kevin Lavigne explains, “The HABET team is a group of students working together to design, build, and launch scientific experiments to the edge of space using high-altitude balloons. What started as a single project has grown into an ongoing programme where students take ownership of meaningful scientific and engineering work.”

At its core, the idea is simple, but powerful: “We want students to do real science. That means solving problems that don’t have easy answers and working as a team toward something ambitious. We want them to see that they are capable of doing work that matters—not someday, but right now.”

This philosophy aligns closely with the approach of GeoCamp Iceland—where learning is grounded in real environments, real data, and real questions.

Real Science, Real Data, Real Responsibility

The students already have extensive experience with high-altitude research, including NASA-supported eclipse campaigns in the United States.

“Students have launched multiple high-altitude balloon flights, designed their own payloads, and collected real scientific data from near space,” Lavigne says. “They’ve worked on atmospheric conditions, radiation, magnetic fields, and cosmic rays—and even presented their work at professional conferences like the American Astronomical Society.”

The balloon payloads themselves are sophisticated systems. They include instruments that measure radiation, magnetic fields, cosmic rays, and environmental conditions, alongside tracking systems and imaging equipment. 

But beyond the technology, the real learning happens in the process.

“It’s hands-on, it’s real, and it requires teamwork,” he explains. “Students aren’t following a script—they’re building something that has to work in a challenging environment. They test, adapt, and figure things out together.”

The Iceland Eclipse Campaign

The proposed Iceland Eclipse Campaign would bring the Hanover team to Reykjanes for a focused field experience centred around the total solar eclipse. The programme combines outreach, preparation, launch, recovery, and data analysis within a short and intensive timeframe. 
Looking ahead to the mission, Lavigne describes the opportunity clearly: “We’ll be traveling to Iceland to work with students and teachers during the total solar eclipse. Together, we plan to launch high-altitude balloons carrying scientific instruments to study how conditions in the atmosphere change during the eclipse.”

One of the most exciting aspects of the project is its collaborative nature.

“The goal is not just to bring our project to Iceland, but to work alongside Icelandic students,” Lavigne says. “That could include preparing payloads, participating in launch operations, and exploring the data together afterward. We want this to feel like a shared experience.”

Reykjanes UNESCO Global Geopark offers a powerful setting for this collaboration. A landscape shaped by volcanic activity, geothermal energy, and tectonic forces becomes the backdrop for a project that connects Earth systems with space science.

And the ambition goes beyond a single event. “We hope students in Iceland see that science is something they can actively be part of,” he adds. “You don’t have to wait until university to do meaningful work. If this sparks curiosity or confidence, then we’ve done something right.”

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
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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.