Rannsóknarmiðstöð Íslands (Rannís) hefur úthlutað styrkjum úr Þróunarsjóði námsgagna fyrir árið 2025. Meðal verkefna sem hlutu styrk er nýtt þróunarverkefni á vegum GeoCamp Iceland, þar sem Brynja Stefánsdóttir, kennari við Stapaskóla og verkefnastjóri hjá GeoCamp Iceland, leiðir þróun námsefnis fyrir útikennslu í náttúruvísindum. Verkefnið ber heitið Gárur – Þróun útikennslu og námsgagna í nærumhverfi skóla.

Markmið verkefnisins er að þróa hagnýtt námsefni sem styður við kennslu í náttúruvísindum, samfélagsgreinum og STEAM greinum í grunnskólum. Sérstök áhersla verður lögð á útikennslu, vettvangsnám og rannsóknir í nærumhverfi skóla á Reykjanesinu, þar sem nemendur koma meðal annars að gagnasöfnun, mælingum og skapandi lausnum í náttúrunni. Verkefnið byggir á UNESCO samstarfi grunnskóla á Reykjanesi og er unnið í nánu sambandi við Reykjanes jarðvang, þar sem nú þegar er unnið er að kortlagningu svæða á Reykjanesinu sem henta til útikennslu og vettvangsferða.

Með verkefninu er stigið mikilvægt skref til að efla útikennslu og vettvangsnám í grunnskólum á Reykjanesinu, ásamt því að þróa nýjar leiðir til að kenna krefjandi viðfangsefni í nærumhverfi skóla.

​Nánari upplýsingar um úthlutun Rannís má finna hér.

GeoCamp Iceland has received a grant from the Educational Materials Developement Fund​ (Þróunarsjóður námsgagna) for the project Gárur – Outdoor Learning and Educational Materials in the Local Environment. The project is led by Brynja Stefánsdóttir, teacher at Stapaskóli Primary School and project manager at GeoCamp Iceland.

The aim is to create teaching materials for outdoor and field-based learning in science, geography and STEAM subjects for Icelandic schools. The materials will support teachers in integrating nature-based research, data collection and sustainability topics directly into the students’ local environment. The project builds on the ongoing collaboration with the UNESCO Associated Schools on the Reykjanes Peninsula.

The role of the Foundation is to promote the innovation, development, preparation and publication of educational materials for pre-, primary and secondary schools with the aim of ensuring the availability and diversity of materials according to the needs of students and schools. The grant will primarily support the development and piloting of the materials in cooperation with local teachers and schools, with GeoCamp Iceland leading the overall project coordination.

Over the past year, GeoCamp Iceland has been proud to take part in the Erasmus+ project Geoschools: Innovative Teaching of Climate Change in Schools. The project brought together educators and students from Poland, Romania, Turkey, and Iceland in a shared mission: to strengthen climate education through geoscience and bring learning to life in geoparks and the natural world around us.

The Geoschools project was developed in response to a growing need among teachers for practical, field-based tools to teach about climate change and sustainability. With the Earth facing complex environmental challenges, the project aimed to equip young people with green skills and critical thinking, rooted in an understanding of geology, biodiversity, and place.

Through a series of four international mobilities and ongoing collaboration, we co-developed teaching materials, created a multilingual booklet of geo-activities and lesson plans, and designed a board game that makes learning about climate change and the Earth’s systems both fun and engaging. These resources are now freely available on the project website.

For GeoCamp Iceland, the project aligned perfectly with our mission of using Iceland’s dynamic landscapes as nature’s ultimate classroom. During the project we had the pleasure to host our partners in Reykjanes UNESCO Global Geopark, offering a powerful environment to explore geothermal energy, plate tectonics, volcanic activity, and the visible impacts of climate change.

Beyond the resources, Geoschools built a vibrant network of schools and educators committed to long-term change. We launched GeoEducation Clubs, developed local geoeducation policies, and hosted teacher training sessions and webinars to continue the work beyond the project’s end.

We invite educators, students, and anyone passionate about the environment to explore the Geoschools outputs and bring these tools into your own classrooms and communities.

Visit www.geoschools.eu/outputs to explore and download the materials.

This project was co-funded by the Erasmus+ programme of the European Union and led by Szkola Podstawowa in Barciany, Poland, with key contributions from partners in Romania, Turkey, and Iceland.

In May 2025, we had the pleasure of welcoming students and faculty from Northwood School back to Iceland as part of their LEAP program (Learn, Engage, Apply, Perform). This year’s visit marked the continuation of a collaboration that began in 2017, when Northwood first partnered with GeoCamp Iceland and chose Iceland as a destination for one of the inaugural LEAP courses. From that very first visit, built around themes of geothermal activity and sustainability, the partnership has evolved into one of our most enduring and valued educational exchanges.

Since then, Iceland has become a cornerstone of Northwood’s experiential learning offer, an immersive environment where students explore glaciers, volcanoes, lava fields, geothermal pools, geysers, and plate tectonics. The GeoCamp Iceland team has had the privilege of guiding students through our dynamic and inspiring landscape, providing hands-on experiences in geology, climate change, and renewable energy systems. For us, this has never been just a study tour. Rather a shared journey of inquiry, reflection, storytelling and personal connection.

The 2025 itinerary once again reflected the depth and diversity of Iceland’s natural classroom. Students engaged with the geology of the Reykjanes Peninsula, stood between two continents at Þingvellir National Park, witnessed glacial retreat at Sólheimajökull, and learned about Iceland’s bold energy future at the Hellisheiði geothermal power plant. Along the way, they explored culture and history in Reykjavík, relaxed in geothermal pools, and took time to reflect on their experiences together.

Each program is thoughtfully aligned with the LEAP framework, which encourages students to take ownership of their learning through real-world application and performance. We’ve consistently been impressed by the insight, curiosity, and respect Northwood students bring to the experience, and by the dedication of faculty leaders, who continue to foster a culture of global learning and engagement.

At GeoCamp Iceland, we believe deeply in the power of long-term partnerships. Our work with Northwood School is a model of what can happen when trust, shared values, and experiential education come together. We look forward to continuing this collaboration for years to come, and to welcoming future cohorts of Northwood students to learn, explore, apply, and perform in Iceland’s living landscape.

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.
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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.

On 12–13 May 2025, partners in the Erasmus+ policy experimentation project On the Move gathered in Athens for the official kick-off meeting. The two-day event, hosted by Action Synergy, marked the launch of a three-year effort to support the design and implementation of blended mobility in vocational education and training (VET). The project brings together partners from Denmark, Iceland, Italy, Spain, Bulgaria, Cyprus, and Greece.

GeoCamp Iceland leads the project’s dissemination and sustainability work and plays an active role in developing frameworks for mobility coordination and integration. GeoCamp’s involvement builds on extensive national experience in VET and mobility-based education, drawing on the background of Ólafur Jón Arnbjörnsson, director of GeoCamp Iceland. His longstanding work in vocational and adult education, ranging from heading the Comprehensive College of Sudurnes and founding the Icelandic College of Fisheries to supporting applied learning and international cooperation, adds valuable perspective to the project, especially in adapting blended mobility models to smaller VET systems.

During the kick-off meeting, partners explored the core components of the project, including:

• The development of a qualifications framework for Mobility Coordination Offices
• Institutional strategies for hosting and sending apprentices abroad
• National pilot testing in each partner country
• Integration of digital tools for blended mobility
• Policy impact pathways through dialogue with decision-makers and VET authorities

For GeoCamp and the Reykjanes region, On the Move represents a timely opportunity to strengthen links between education and industry. The project aligns with regional goals to increase access to VET, promote international mobility, and develop training structures that respond to evolving labour market needs, particularly in sectors such as sustainable tourism, energy, fisheries, and environmental sciences.

Moreover, the project supports efforts already underway in Reykjanes to enhance outdoor learning, strengthen cooperation between schools and companies, and create pathways for youth engagement in local innovation and sustainability initiatives.

As the project moves forward, GeoCamp will lead communication and outreach efforts while also contributing to the national implementation pilot in Iceland, engaging VET institutions, municipalities, and local stakeholders.

We look forward to bringing you updates and information about the progress of On the Move in the future.

On the 8th and 9th of May 2025, the Green Advisor partnership gathered in the vibrant city of Reus, Catalonia, for our final Transnational Project Meeting. Hosted by DomSpain at the inspiring Espai Boule, this final encounter brought together all project partners to consolidate results, review our outputs, and discuss the long-term legacy of the project.

Over two energising days, we reflected on our joint achievements and fine-tuned the final elements of the Green Advisor Toolkit—a unique set of open educational resources designed to support more environmentally responsible and digitally literate adult education practices across Europe. Key results showcased in Reus included:

Environmental Orientation Tool
A self-assessment framework for adult education organisations that helps identify gaps and set goals for greener, more sustainable operations. This tool offers practical recommendations and is tailored for easy adaptation across different institutional settings.

EU Project Carbon Footprint Calculator
A pioneering calculator that allows project teams to assess the environmental impact of EU-funded mobility and cooperation activities. From travel to digital infrastructure, this tool empowers coordinators to measure and reduce their projects’ carbon footprints.

Green Digital Orientation Map
An interactive and visually engaging roadmap guiding organisations through practical actions for sustainable and digital transition—aligned with EU Green Deal principles and the Digital Education Action Plan.

Podcast Series & Learning Resources
We’ve developed a set of podcasts, training videos, and downloadable guides demystifying concepts such as carbon budgeting, green procurement, and sustainable coordination. These resources are designed for self-paced learning and integration into adult education training.

Green Open Badge System
Participants who complete activities and training modules through the Green Advisor platform can earn digital badges recognising sustainability competences—providing a practical way to validate learning and encourage continued professional development.

Final Exploitation and Dissemination Strategy
During the meeting, we reviewed our outreach strategy and discussed opportunities for scaling our results. Partners agreed on key next steps, including stakeholder engagement, multilingual dissemination, and new potential projects under the Green Advisor banner.

The Green Advisor project has been led by a strong and diverse consortium of European organisations:

• GeoCamp Iceland (Coordinator – Iceland)
• DomSpain (Spain)
• APS Polygonal (Italy)
• Olemisen Balanssia RY (Finland)
• Smartup N.B. Systematic Management (Italy)
• Gazi University (Türkiye)

Each partner brought unique expertise, ranging from green project design and adult education to digital learning, civic engagement, and research. From the collaborative sessions to the cultural activities in Reus, the final meeting was a true celebration of European cooperation. It marked not just the end of a successful Erasmus+ project, but the beginning of new possibilities for sustainable education and greener project management across Europe.

All final results will soon be publicly available at www.greenadvisorproject.com. Stay connected and be part of the movement toward responsible, inclusive, and environmentally aware European initiatives.

This project has been funded with the support of the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Project No: 2022-1-IS01-KA220-ADU-000085530

The recent volcanic eruptions and tectonic movements on the Reykjanes Peninsula—particularly around the Sundhnúkur crater row near Grindavík—are part of a broader geological episode that geophysicists consider both expected and historically grounded. According to Professor Magnús Tumi Guðmundsson, a leading Icelandic geophysicist, this period of activity closely resembles the Krafla Fires of 1975–1984 in North Iceland, during which significant rifting and lava eruptions occurred intermittently over nearly a decade.

What we are witnessing in Reykjanes is a classic example of plate boundary behaviour in action: the North American and Eurasian tectonic plates are gradually pulling apart, creating cracks, fissures, and occasional volcanic eruptions as magma rises to the surface. In this case, horizontal extension—or rifting—has already resulted in nearly eight metres of movement in parts of the region over the past few years.

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

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)
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