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GeoCamp Iceland is happy to share that our Acadimia project has reached a major milestone, the successful completion of its interim phase. As we stand halfway through this ambitious European initiative, we’re celebrating not only what we’ve achieved so far, but also the exciting opportunities this creates for schools and teachers in Iceland.
Halfway to a European Teacher Academy
Acadimia is an Erasmus+ project that brings together twelve partners from eight countries—including GeoCamp Iceland—to establish a European Teacher Academy focused on creative and inclusive teaching methods. These methods, proven to engage learners and foster social inclusion, range from drama and digital storytelling to creative STEAM approaches.
Our shared goal is to empower teachers across Europe with innovative tools and practices, and to embed creative teaching as a cornerstone of inclusive education.
Key Achievements So Far
At the project’s halfway point, we’re proud to report:
Benefits for Icelandic Schools and Teachers
This milestone is more than a number on a timeline; it’s a transformative step for schools in Iceland. Thanks to GeoCamp Iceland’s active involvement, our region stands to benefit directly from:
Looking Ahead: Building a Sustainable Legacy
As Acadimia moves into its second half, the focus will shift towards scaling these successes and securing the long-term future of the European Teacher Academy. Together with our partners, GeoCamp Iceland is committed to making sure this project leaves a lasting legacy—one that continues to benefit Icelandic educators and learners for years to come.
Thank You to Our Community
We extend heartfelt thanks to all the teachers, trainers, school leaders, and partners who have contributed to reaching this milestone. Your dedication to creative and inclusive teaching is what makes Acadimia’s vision a reality.
Stay tuned for more updates as we continue this exciting journey, and let’s keep working together to transform teaching and inspire every learner!
Halfway to a European Teacher Academy
Acadimia is an Erasmus+ project that brings together twelve partners from eight countries—including GeoCamp Iceland—to establish a European Teacher Academy focused on creative and inclusive teaching methods. These methods, proven to engage learners and foster social inclusion, range from drama and digital storytelling to creative STEAM approaches.
Our shared goal is to empower teachers across Europe with innovative tools and practices, and to embed creative teaching as a cornerstone of inclusive education.
Key Achievements So Far
At the project’s halfway point, we’re proud to report:
- The training of 51 specialist trainers, more than double the initial target—ensuring a strong foundation for teacher training in each partner country.
- 200 teachers trained across Europe, including future teachers in Iceland, who are now equipped to bring these creative methods to their classrooms.
- Finalisation of the joint creative curriculum, providing detailed guidance on 10 evidence-based methods for teaching diverse and multicultural classrooms.
- Launch of teacher training activities at the national level, setting the stage for wider adoption of creative practices.
Benefits for Icelandic Schools and Teachers
This milestone is more than a number on a timeline; it’s a transformative step for schools in Iceland. Thanks to GeoCamp Iceland’s active involvement, our region stands to benefit directly from:
- Access to innovative training aligned with international best practices.
- Resources and methods designed to support inclusive education, ensuring every child can thrive regardless of background.
- Opportunities for Icelandic teachers to join communities of practice with educators from across Europe, fostering collaboration and shared learning.
- A pipeline of creative approaches that connect traditional subjects like science, technology, arts, and humanities with new, engaging ways to teach.
Looking Ahead: Building a Sustainable Legacy
As Acadimia moves into its second half, the focus will shift towards scaling these successes and securing the long-term future of the European Teacher Academy. Together with our partners, GeoCamp Iceland is committed to making sure this project leaves a lasting legacy—one that continues to benefit Icelandic educators and learners for years to come.
Thank You to Our Community
We extend heartfelt thanks to all the teachers, trainers, school leaders, and partners who have contributed to reaching this milestone. Your dedication to creative and inclusive teaching is what makes Acadimia’s vision a reality.
Stay tuned for more updates as we continue this exciting journey, and let’s keep working together to transform teaching and inspire every learner!
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GeoCamp Iceland organised a workshop on 20 February 2025 with representatives from all youth councils in the Reykjanes region as part of the Erasmus+ funded AURORA Project. Around 25 young people gathered for a dynamic workshop encourraging participants to reflect on the role of outdoor learning in their education and personal development.
Through engaging group discussions, the youth explored key questions from the AURORA project guidebook, sharing their perspectives on how learning outside the classroom impacts their connection to nature, teamwork, and problem-solving skills. They highlighted memorable outdoor learning experiences, from fjord excursions to wildlife observation, and discussed the advantages of learning in natural settings compared to traditional indoor education. Participants emphasised the benefits of fresh air, physical activity, and hands-on learning in making education more engaging and meaningful.
While the enthusiasm for outdoor learning was evident, the discussion also addressed barriers, such as unpredictable weather and limited infrastructure for structured outdoor education. However, the young participants agreed that these challenges could be overcome with proper planning, better facilities, and a shift in mindset, viewing the outdoors as an extension of the classroom rather than an occasional learning space.
Technology’s role in outdoor education was another topic of debate. While digital tools can enhance learning - such as using apps to identify plants and wildlife - there was a consensus that excessive screen time can distract from the immersive experience of being in nature. The importance of balancing technology with direct engagement in the environment was a recurring theme.
The workshop concluded with a strong message from the youth. They are eager for more opportunities to learn outdoors. They called for outdoor education to be integrated into school schedules more regularly and for decision-makers to prioritise the development of outdoor learning spaces. Their enthusiasm and advocacy reflect a broader shift towards education that is active, experiential, and deeply connected to the natural world.
The insights gathered during this session will contribute to the ongoing work of the AURORA project, helping shape strategies for promoting outdoor learning among young people.
Stay tuned for more updates as we continue to explore how outdoor education can empower youth and foster a stronger connection to the environment.
Through engaging group discussions, the youth explored key questions from the AURORA project guidebook, sharing their perspectives on how learning outside the classroom impacts their connection to nature, teamwork, and problem-solving skills. They highlighted memorable outdoor learning experiences, from fjord excursions to wildlife observation, and discussed the advantages of learning in natural settings compared to traditional indoor education. Participants emphasised the benefits of fresh air, physical activity, and hands-on learning in making education more engaging and meaningful.
While the enthusiasm for outdoor learning was evident, the discussion also addressed barriers, such as unpredictable weather and limited infrastructure for structured outdoor education. However, the young participants agreed that these challenges could be overcome with proper planning, better facilities, and a shift in mindset, viewing the outdoors as an extension of the classroom rather than an occasional learning space.
Technology’s role in outdoor education was another topic of debate. While digital tools can enhance learning - such as using apps to identify plants and wildlife - there was a consensus that excessive screen time can distract from the immersive experience of being in nature. The importance of balancing technology with direct engagement in the environment was a recurring theme.
The workshop concluded with a strong message from the youth. They are eager for more opportunities to learn outdoors. They called for outdoor education to be integrated into school schedules more regularly and for decision-makers to prioritise the development of outdoor learning spaces. Their enthusiasm and advocacy reflect a broader shift towards education that is active, experiential, and deeply connected to the natural world.
The insights gathered during this session will contribute to the ongoing work of the AURORA project, helping shape strategies for promoting outdoor learning among young people.
Stay tuned for more updates as we continue to explore how outdoor education can empower youth and foster a stronger connection to the environment.
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After two years of collaboration, creativity, and dedication, the HEDA project has successfully concluded, leaving a lasting impact on educators, students, and stakeholders across Europe. Funded by the Erasmus+ programme, HEDA brought together partners from Iceland, Italy, Greece, Belgium, Serbia, and Poland to explore how theatre, literature, and visual arts can transform the way students engage with civic and social issues.
The project achieved its ambitious goals by equipping teachers with innovative methodologies to address themes such as democracy, human rights, and social justice. Through hands-on workshops, training sessions, and an accessible e-learning platform, HEDA provided educators with tools to bring these critical topics to life in their classrooms. Over 200 teachers were trained, and the methodology reached thousands of students, inspiring dialogue and fostering critical thinking in schools across Europe.
Key outputs of the HEDA project included:
Partner schools have committed to continuing the use of HEDA methodologies, and some are already working on expanding the approach through new initiatives and collaborations. In Iceland, the project has inspired an active network of educators, contributing to broader efforts to implement all schools in Reykjanes as UNESCO schools. Similarly, in Italy, participating schools are exploring new Erasmus+ proposals to build on HEDA’s foundation.
So while the HEDA project has officially concluded, its influence will continue to grow. The project materials remain freely accessible on the HEDA website, ensuring that educators worldwide can integrate these techniques into their teaching.
The HEDA partnership thanks all participants, educators, and stakeholders for their invaluable contributions. Together, we have reimagined citizenship education, creating a pathway for young people to engage deeply with the issues that shape our society. Though this chapter has ended, the spirit of HEDA lives on in classrooms and communities across Europe.
For project results please visit our website: www.heda-project.eu
The project achieved its ambitious goals by equipping teachers with innovative methodologies to address themes such as democracy, human rights, and social justice. Through hands-on workshops, training sessions, and an accessible e-learning platform, HEDA provided educators with tools to bring these critical topics to life in their classrooms. Over 200 teachers were trained, and the methodology reached thousands of students, inspiring dialogue and fostering critical thinking in schools across Europe.
Key outputs of the HEDA project included:
- The HEDA Methodology Guidelines, offering step-by-step instructions for integrating arts-based techniques into citizenship education.
- Case Studies, featuring creative approaches to teaching civic themes, such as environmental awareness and inclusivity.
- An E-Learning Platform, ensuring the methodology is accessible to teachers beyond partner countries, with resources available in multiple languages.
- Impact Assessment Report, highlighting the significant influence of the methodology on students’ engagement, empathy, and understanding of civic issues.
Partner schools have committed to continuing the use of HEDA methodologies, and some are already working on expanding the approach through new initiatives and collaborations. In Iceland, the project has inspired an active network of educators, contributing to broader efforts to implement all schools in Reykjanes as UNESCO schools. Similarly, in Italy, participating schools are exploring new Erasmus+ proposals to build on HEDA’s foundation.
So while the HEDA project has officially concluded, its influence will continue to grow. The project materials remain freely accessible on the HEDA website, ensuring that educators worldwide can integrate these techniques into their teaching.
The HEDA partnership thanks all participants, educators, and stakeholders for their invaluable contributions. Together, we have reimagined citizenship education, creating a pathway for young people to engage deeply with the issues that shape our society. Though this chapter has ended, the spirit of HEDA lives on in classrooms and communities across Europe.
For project results please visit our website: www.heda-project.eu
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On 29 October 2024, the final Transnational Partner Meeting (TPM) for the Upcycling Education project took place in Reus, Spain. Hosted by Open Europe at Espai Boule, the gathering marked a celebratory conclusion to this impactful Erasmus+ initiative, which brought together partners from across Europe, including GeoCamp Iceland. The project aimed to promote sustainable education and practical learning, developing tools that foster eco-awareness and creativity for educators, students, and families.
The meeting provided an opportunity to review the project’s most significant outcomes and deliverables. Among the key achievements was the development of educational resources and course materials on sustainable education, soon to be available as interactive flipbooks. NEFINIA, a key project partner, introduced plans to transition all resources—including the conceptual framework and blended course—into this accessible, user-friendly format. The digital flipbooks will provide streamlined, cohesive content for educators, making the materials easy to integrate into diverse learning environments.
The project also delivered a series of engaging webinars and promotional videos, now available on YouTube, with subtitles in multiple languages. These videos offer a dynamic introduction to upcycling and sustainability concepts. Each partner committed to contributing national webinar reports to document the project’s impact, allowing for a comprehensive record of engagement across partner countries.
The Recommendations Guide, developed to support educators and families, is another highlight of the project. Complete with national podcasts discussing practical approaches to upcycling, the guide provides an engaging platform for sustainable education. The guide’s flipbook format will feature the podcasts and insights, creating an interactive, visually engaging resource for educators and families.
As the project’s final step, the project partners will compile a comprehensive report detailing all deliverables and the overall impact on sustainable education. This report will provide a lasting record of the project’s achievements and open doors for future funding opportunities. We look forward to sharing the information and project outcomes with you within the next few weeks.
The meeting closed with reflections on the project’s successes and discussions on future applications of its resources, followed by a celebratory dinner. GeoCamp Iceland is proud to have been part of the project and looks forward to seeing how the Upcycling Education resources will inspire sustainable learning in Iceland and beyond. Stay tuned for updates on how GeoCamp Iceland will continue to incorporate these valuable tools into its educational programmes.
For more information please visit www.upcyclingeducation.eu
The meeting provided an opportunity to review the project’s most significant outcomes and deliverables. Among the key achievements was the development of educational resources and course materials on sustainable education, soon to be available as interactive flipbooks. NEFINIA, a key project partner, introduced plans to transition all resources—including the conceptual framework and blended course—into this accessible, user-friendly format. The digital flipbooks will provide streamlined, cohesive content for educators, making the materials easy to integrate into diverse learning environments.
The project also delivered a series of engaging webinars and promotional videos, now available on YouTube, with subtitles in multiple languages. These videos offer a dynamic introduction to upcycling and sustainability concepts. Each partner committed to contributing national webinar reports to document the project’s impact, allowing for a comprehensive record of engagement across partner countries.
The Recommendations Guide, developed to support educators and families, is another highlight of the project. Complete with national podcasts discussing practical approaches to upcycling, the guide provides an engaging platform for sustainable education. The guide’s flipbook format will feature the podcasts and insights, creating an interactive, visually engaging resource for educators and families.
As the project’s final step, the project partners will compile a comprehensive report detailing all deliverables and the overall impact on sustainable education. This report will provide a lasting record of the project’s achievements and open doors for future funding opportunities. We look forward to sharing the information and project outcomes with you within the next few weeks.
The meeting closed with reflections on the project’s successes and discussions on future applications of its resources, followed by a celebratory dinner. GeoCamp Iceland is proud to have been part of the project and looks forward to seeing how the Upcycling Education resources will inspire sustainable learning in Iceland and beyond. Stay tuned for updates on how GeoCamp Iceland will continue to incorporate these valuable tools into its educational programmes.
For more information please visit www.upcyclingeducation.eu
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GeoCamp Iceland participated in the third Geoschool Erasmus+ project meeting, hosted by the Târgu Jiu Primary School in Romania 11 - 15 October 2024. The meeting brought together students, teachers, and project partners from across Europe to explore innovative ways to integrate geoscience and climate education into school curricula while fostering intercultural collaboration.
The meeting commenced with a reception at the County Library “Christian Tell,” where local school and municipal authorities warmly welcomed participants. Partner schools presented their institutions, followed by team-building activities and a visit to the County Museum “Alexandru Ștefulescu,” which offered fascinating insights into paleontology and fossils. The day concluded with a visit to the iconic Endless Column Park.
Exploring Hațeg UNESCO Global Geopark and Transylvanian Heritage
On the second day, participants journeyed to Hațeg UNESCO Global Geopark in Southern Transylvania. This geopark is renowned for its fossil-rich deposits, including the discovery of more than 10 species of dwarf dinosaurs from 65 million years ago and fossilized dinosaur eggs. The group later visited Corvin’s Castle in Hunedoara, a magnificent renaissance fortress that provided a glimpse into Romania’s rich history.
Day three featured a major conference at the Constantin Brâncuși University Hall, focusing on the conservation and sustainability of geoparks. Local researchers and scientists presented key topics, and each project partner shared insights about their respective UNESCO Global Geoparks.
In the afternoon, participants toured Târgu Jiu’s old town with the mayor, who shared the story of Constantin Brâncuși’s celebrated artwork “The Table of Silence” in the Central Park. The day concluded with a workshop led by Romanian partners, during which students created posters and slogans about climate change, furthering discussions on environmental responsibility.
Nature and Action in Baia de Fier
The fourth day took the group to Baia de Fier, where they explored the Woman’s Cave. This remarkable site houses significant findings, including the skeleton of a cave bear and a human skull, highlighting coexistence between Homo sapiens and Neanderthals. In the afternoon, participants joined local students to plant approximately 100 trees in the newly established Erasmus Forest, contributing to environmental preservation and community engagement.
The meeting concluded with a ceremony where participants received certificates recognizing their contributions. The week’s activities fostered stronger relationships among partner schools and enriched the Geoschool Erasmus+ project. Outcomes included the development of valuable resources like board games and lesson plans designed to enhance geoscience education across Europe.
As the Geoschool project continues to promote geoscience and climate education, the next mobility is planned for March 2025 in Turkey, further advancing its mission to connect students and educators worldwide.
The meeting commenced with a reception at the County Library “Christian Tell,” where local school and municipal authorities warmly welcomed participants. Partner schools presented their institutions, followed by team-building activities and a visit to the County Museum “Alexandru Ștefulescu,” which offered fascinating insights into paleontology and fossils. The day concluded with a visit to the iconic Endless Column Park.
Exploring Hațeg UNESCO Global Geopark and Transylvanian Heritage
On the second day, participants journeyed to Hațeg UNESCO Global Geopark in Southern Transylvania. This geopark is renowned for its fossil-rich deposits, including the discovery of more than 10 species of dwarf dinosaurs from 65 million years ago and fossilized dinosaur eggs. The group later visited Corvin’s Castle in Hunedoara, a magnificent renaissance fortress that provided a glimpse into Romania’s rich history.
Day three featured a major conference at the Constantin Brâncuși University Hall, focusing on the conservation and sustainability of geoparks. Local researchers and scientists presented key topics, and each project partner shared insights about their respective UNESCO Global Geoparks.
In the afternoon, participants toured Târgu Jiu’s old town with the mayor, who shared the story of Constantin Brâncuși’s celebrated artwork “The Table of Silence” in the Central Park. The day concluded with a workshop led by Romanian partners, during which students created posters and slogans about climate change, furthering discussions on environmental responsibility.
Nature and Action in Baia de Fier
The fourth day took the group to Baia de Fier, where they explored the Woman’s Cave. This remarkable site houses significant findings, including the skeleton of a cave bear and a human skull, highlighting coexistence between Homo sapiens and Neanderthals. In the afternoon, participants joined local students to plant approximately 100 trees in the newly established Erasmus Forest, contributing to environmental preservation and community engagement.
The meeting concluded with a ceremony where participants received certificates recognizing their contributions. The week’s activities fostered stronger relationships among partner schools and enriched the Geoschool Erasmus+ project. Outcomes included the development of valuable resources like board games and lesson plans designed to enhance geoscience education across Europe.
As the Geoschool project continues to promote geoscience and climate education, the next mobility is planned for March 2025 in Turkey, further advancing its mission to connect students and educators worldwide.
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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.
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.
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.
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.
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.
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.
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 recently hosted the third transnational meeting (TPM) of the Erasmus+ Green Advisor project, a critical gathering for the project’s partners to advance sustainable practices in project management. The event took place in Iceland from 9-11 October 2024, drawing representatives from DomSpain, APS Polygonal, Gazi University, SmartUp, and Olemisen, who joined local representatives to exchange expertise, test tools, and refine methodologies developed over the past year.
The primary focus of this meeting was to review and improve the project’s core outputs: the self-assessment tool for project managers and the carbon footprint calculator. These tools aim to empower project managers with actionable insights for reducing environmental impact. Each tool underwent rigorous discussion and testing, with Gazi University presenting technical updates and partners providing feedback. Key design elements were finalised, such as an interactive questionnaire for the self-assessment tool, paired with resources like podcast episodes to enhance user engagement. The carbon footprint calculator, designed to track a project’s CO₂ emissions, is set to include innovative features such as QR code tracking for event travel emissions and an option for car-sharing data input, providing users a comprehensive view of their project’s environmental impact.
GeoCamp Iceland, leading the Building Energy Efficiency aspect of the project, showcased Iceland’s sustainable energy practices through a training session at the Hellisheiði Geothermal Power Plant. This hands-on experience demonstrated geothermal energy’s role in Iceland’s sustainability strategy, sparking discussions on renewable energy adaptation for project settings. Other partners contributed similarly practical sessions: DomSpain led a workshop on sustainable travel and transportation trends, Gazi University presented on digital sustainability, SmartUp facilitated activities around zero waste, and Olemisen introduced tools for green procurement, ensuring each session directly aligned with the project’s sustainability goals.
The event also integrated Iceland’s rich natural heritage with excursions to Geysir, Gullfoss, Seljalandsfoss waterfall, and Vík, providing partners a first-hand experience of Iceland’s unique landscapes. Social activities reinforced team cohesion, concluding with a visit to Laugarvatn Fontana Geothermal Baths for a relaxing end to the meeting.
The TPM underscored the project’s progress and the collaborative commitment to sustainable practices, setting a solid foundation for the final meeting scheduled in Reus, Spain, in 2025.
The primary focus of this meeting was to review and improve the project’s core outputs: the self-assessment tool for project managers and the carbon footprint calculator. These tools aim to empower project managers with actionable insights for reducing environmental impact. Each tool underwent rigorous discussion and testing, with Gazi University presenting technical updates and partners providing feedback. Key design elements were finalised, such as an interactive questionnaire for the self-assessment tool, paired with resources like podcast episodes to enhance user engagement. The carbon footprint calculator, designed to track a project’s CO₂ emissions, is set to include innovative features such as QR code tracking for event travel emissions and an option for car-sharing data input, providing users a comprehensive view of their project’s environmental impact.
GeoCamp Iceland, leading the Building Energy Efficiency aspect of the project, showcased Iceland’s sustainable energy practices through a training session at the Hellisheiði Geothermal Power Plant. This hands-on experience demonstrated geothermal energy’s role in Iceland’s sustainability strategy, sparking discussions on renewable energy adaptation for project settings. Other partners contributed similarly practical sessions: DomSpain led a workshop on sustainable travel and transportation trends, Gazi University presented on digital sustainability, SmartUp facilitated activities around zero waste, and Olemisen introduced tools for green procurement, ensuring each session directly aligned with the project’s sustainability goals.
The event also integrated Iceland’s rich natural heritage with excursions to Geysir, Gullfoss, Seljalandsfoss waterfall, and Vík, providing partners a first-hand experience of Iceland’s unique landscapes. Social activities reinforced team cohesion, concluding with a visit to Laugarvatn Fontana Geothermal Baths for a relaxing end to the meeting.
The TPM underscored the project’s progress and the collaborative commitment to sustainable practices, setting a solid foundation for the final meeting scheduled in Reus, Spain, in 2025.
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From 22-28 September 2024, GeoCamp Iceland hosted the first Learning, Teaching, and Training Activity (LTTA) for the AURORA Erasmus+ project. Participants from across Europe gathered in Iceland’s stunning Reykjanes Peninsula to engage in outdoor learning workshops, cultural exchanges, and immersive experiences with the natural environment.
Highlights of the Week
The AURORA project, designed to integrate outdoor learning and technology through augmented and virtual reality, continues to build momentum with its focus on innovative teaching. The LTTA1 in Iceland was a resounding success, setting the foundation for future activities as the project progresses.
Stay tuned for more updates from the AURORA project as we continue to enhance outdoor education for young people across Europe!
Highlights of the Week
- The programme kicked off with presentations from partner organisations, setting the stage for fruitful discussions on outdoor education. GeoCamp Iceland’s team led a fascinating outdoor learning workshop in the unique geological landscape of Reykjanes.
- The week featured a diverse range of cultural evenings, with participants from Ireland, Finland, and Türkiye sharing their traditions through food, music, and storytelling.
- A full-day tour of the Golden Circle offered participants a first-hand experience of Iceland’s remarkable geothermal and geological features, combined with outdoor learning activities along the way.
- The event concluded with a reflection session and certification ceremony, where participants received recognition for their contributions to the AURORA project.
The AURORA project, designed to integrate outdoor learning and technology through augmented and virtual reality, continues to build momentum with its focus on innovative teaching. The LTTA1 in Iceland was a resounding success, setting the foundation for future activities as the project progresses.
Stay tuned for more updates from the AURORA project as we continue to enhance outdoor education for young people across Europe!
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From 9 - 13 September 2024, GeoCamp Iceland proudly took part in the second Geoschool Erasmus+ project meeting, hosted by Szkoła Podstawowa in Barciany, Poland. The meeting brought together students, teachers, and project partners from across Europe to explore how geosciences and climate education can be integrated into school curriculums, while fostering intercultural collaboration.
The meeting began with a warm welcome from Mr. Vitek, headmaster of Szkoła Podstawowa, followed by a tour of the school’s facilities. The day’s activities included team-building exercises and insightful presentations about geoparks and local environmental issues, such as the impact of climate change on the Kraina Tysiąca Jezior (Land of a Thousand Lakes). The day concluded with a visit to Wolf’s Lair, offering a blend of history and nature.
On the second day, participants embarked on an exploration of the Masurian Lake District, one of Poland’s most significant natural reserves. Discussions during the day centered around the ecological value of lakes, the impact of glaciation, and current environmental challenges. Students from different countries shared insights on how natural resources are managed in their regions, providing a rich exchange of knowledge and practices.
Workshops and Collaborative Projects
Workshops led by the Romanian and Turkish partners introduced new educational tools, such as a board game from Hațeg Country Dinosaurs Geopark, designed to educate students about fossils and paleoclimate. Discussions continued around how climate change affects geoparks and how innovative education can inspire action. GeoCamp Iceland contributed valuable ideas on integrating climate and geodiversity lessons into school programs.
Students from each participating country worked collaboratively to design and test prototypes for educational board games that explore geodiversity and climate change. GeoCamp Iceland’s team provided insightful feedback and suggested further improvements, such as the inclusion of interactive challenges and level-based questions to engage students of all abilities.
Meeting Conclusions
The meeting concluded with a closing ceremony, during which all participants received certificates of recognition for their contributions to the project. The week’s activities fostered stronger relationships between partner schools and provided meaningful contributions to the ongoing development of resources like board games and lesson plans that will benefit schools across Europe.
The Geoschool project continues to make strides in promoting geoscience and climate education, with the next mobility set to take place in Romania in November 2024.
The meeting began with a warm welcome from Mr. Vitek, headmaster of Szkoła Podstawowa, followed by a tour of the school’s facilities. The day’s activities included team-building exercises and insightful presentations about geoparks and local environmental issues, such as the impact of climate change on the Kraina Tysiąca Jezior (Land of a Thousand Lakes). The day concluded with a visit to Wolf’s Lair, offering a blend of history and nature.
On the second day, participants embarked on an exploration of the Masurian Lake District, one of Poland’s most significant natural reserves. Discussions during the day centered around the ecological value of lakes, the impact of glaciation, and current environmental challenges. Students from different countries shared insights on how natural resources are managed in their regions, providing a rich exchange of knowledge and practices.
Workshops and Collaborative Projects
Workshops led by the Romanian and Turkish partners introduced new educational tools, such as a board game from Hațeg Country Dinosaurs Geopark, designed to educate students about fossils and paleoclimate. Discussions continued around how climate change affects geoparks and how innovative education can inspire action. GeoCamp Iceland contributed valuable ideas on integrating climate and geodiversity lessons into school programs.
Students from each participating country worked collaboratively to design and test prototypes for educational board games that explore geodiversity and climate change. GeoCamp Iceland’s team provided insightful feedback and suggested further improvements, such as the inclusion of interactive challenges and level-based questions to engage students of all abilities.
Meeting Conclusions
The meeting concluded with a closing ceremony, during which all participants received certificates of recognition for their contributions to the project. The week’s activities fostered stronger relationships between partner schools and provided meaningful contributions to the ongoing development of resources like board games and lesson plans that will benefit schools across Europe.
The Geoschool project continues to make strides in promoting geoscience and climate education, with the next mobility set to take place in Romania in November 2024.
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On 29th August 2024, the Erasmus+ HEDA project held an engaging international online multiplier event, connecting educators, policymakers, and stakeholders to explore the use of theatre and art techniques in addressing social and political issues in the classroom. The two-hour Zoom session, which took place from 16:00 to 18:00 CET, attracted up to 79 participants, interested to discover how HEDA’s innovative methodology could enhance civic education across European schools.
This interactive event showcased how arts-based techniques—using elements like ancient tragedies, folk tales, paintings, and music—can be transformed through theatre to spark dialogue and reflection on complex societal themes. Presenters demonstrated the versatility of the HEDA methodology, illustrating how it could be seamlessly integrated into Citizenship Education, literature, and history courses to address topics such as democracy, social justice, and human rights.
The session was filled with real-world insights, featuring testimonials and examples from educators across six participating countries: Iceland, Greece, Italy, Belgium, Serbia, and Poland. Each educator shared their experiences with implementing HEDA’s arts-based techniques, offering participants a range of practical strategies for fostering critical thinking and empathy in students. Participants were also introduced to the HEDA e-learning platform, which supports teachers in adopting the methodology at their own pace.
The event agenda included a comprehensive overview of the project’s methodology, impactful testimonials from teachers, and thought-provoking discussions on how arts-based methods can deepen students’ understanding of civic issues. The success of the event not only facilitated knowledge sharing but also paved the way for future collaborations, highlighting the potential to sustain and expand HEDA’s impact throughout Europe.
Hosted free of charge, the event underscored HEDA’s commitment to broadening access to innovative civic education techniques. More details about the HEDA methodology and resources for educators can be found on the project’s website, encouraging ongoing engagement and empowering educators to bring transformative, arts-based civic education to classrooms across Europe.
GeoCamp Iceland coordinates and participates in the Erasmus+ funded project HEDA along with partners from Greece, Serbia, Italy, Poland and Belgium.
This interactive event showcased how arts-based techniques—using elements like ancient tragedies, folk tales, paintings, and music—can be transformed through theatre to spark dialogue and reflection on complex societal themes. Presenters demonstrated the versatility of the HEDA methodology, illustrating how it could be seamlessly integrated into Citizenship Education, literature, and history courses to address topics such as democracy, social justice, and human rights.
The session was filled with real-world insights, featuring testimonials and examples from educators across six participating countries: Iceland, Greece, Italy, Belgium, Serbia, and Poland. Each educator shared their experiences with implementing HEDA’s arts-based techniques, offering participants a range of practical strategies for fostering critical thinking and empathy in students. Participants were also introduced to the HEDA e-learning platform, which supports teachers in adopting the methodology at their own pace.
The event agenda included a comprehensive overview of the project’s methodology, impactful testimonials from teachers, and thought-provoking discussions on how arts-based methods can deepen students’ understanding of civic issues. The success of the event not only facilitated knowledge sharing but also paved the way for future collaborations, highlighting the potential to sustain and expand HEDA’s impact throughout Europe.
Hosted free of charge, the event underscored HEDA’s commitment to broadening access to innovative civic education techniques. More details about the HEDA methodology and resources for educators can be found on the project’s website, encouraging ongoing engagement and empowering educators to bring transformative, arts-based civic education to classrooms across Europe.
GeoCamp Iceland coordinates and participates in the Erasmus+ funded project HEDA along with partners from Greece, Serbia, Italy, Poland and Belgium.
