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When groups leave Iceland, we often find ourselves asking the same question.
What will they remember a year from now?
Will it be standing beside an active volcanic landscape? The first glimpse of a glacier? The sound of Gullfoss? Or will it be something much less obvious?
This July, GeoCamp Iceland welcomed Breck School for the school’s first educational journey to Iceland. Over nine days, students explored Reykjanes UNESCO Global Geopark, hiked to recent eruption sites, learned about geothermal energy and renewable resources, travelled through South Iceland to the glacier lagoons, visited Vestmannaeyjar to understand natural hazards, and traced Iceland’s history from the Settlement Era to modern-day Reykjavík.
Along the way, we discussed climate change, renewable energy, geology, resilience, and how people have adapted to life on this remote North Atlantic island for more than a thousand years. From the first settlers who relied entirely on the natural environment to today’s communities responding to volcanic eruptions and a changing climate, Iceland became more than a destination. It became a place to ask questions.
The Question That Mattered Most
On their final evening, Breck’s teachers asked the students a simple question. “How do you have a better understanding of yourself because of this trip?” Their answers reminded us why experiential education matters.
Some students wrote about putting their phones away and becoming more present.
Others reflected on finding confidence by stepping outside their comfort zones and building friendships with classmates they barely knew before arriving in Iceland.
Several mentioned becoming more aware of food waste and understanding that sustainability isn’t just an idea discussed in classrooms. It’s something expressed through everyday choices, including supporting local communities and businesses.
One student wrote about sitting quietly at Gullfoss, wondering what future generations might experience if climate change continues unchecked. Another reflected on seeing Iceland’s political leadership and realising that governments do not have to look the way she had always imagined.
And one comment, in particular, stayed with us: “Touristy things can be fun, but it’s more important to find your own Narnias. The impromptu moments, talking to locals, finding their favorite spots and learning from them.”
It is difficult to imagine a better description of the kind of travel experience we hope to create.
And the “Narnias” they mention? We knew exactly what they meant. They aren’t famous landmarks or places you’ll find at the top of a guidebook. They’re the hidden corners that reveal themselves unexpectedly when you’re out in nature, a hidden canyon, a quiet lava field, a hillside with a view no one was expecting, or simply a place where the group decides to stop and take it all in. They’re the moments when someone says, “I had no idea this was here.”
Those places are rarely the reason people come to Iceland, but they often become the reason they remember it. They remind us that the most meaningful experiences are often found just off the beaten path, where there is time to slow down, explore, and discover something that feels like it was waiting just for you.
The Moments You Can’t Put on an Itinerary
People often assume that educational travel is defined by where you go. In reality, it is often defined by everything that happens between the destinations. At GeoCamp, we spend months planning programmes, confirming accommodations, monitoring weather forecasts, arranging transportation, and making sure every detail works. Those things matter because they create the conditions for learning.
But the moments students remember are usually the ones no one could have scheduled.
They are the conversations during a hike. The shared challenges that build confidence. The quiet moments spent simply sitting in nature. The stories exchanged around the fire at our family farm after a long day in the field.
Those experiences create space for reflection in a way that classrooms rarely can. As guides, we also receive something in return. Every group allows us to revisit landscapes we know by heart through fresh eyes. Places we may have visited hundreds of times suddenly feel new again because someone notices something we have overlooked or asks a question we have never considered.
That may be one of the greatest privileges of this work.
Thank You, Breck School
We are grateful to everyone at Breck School for trusting GeoCamp Iceland with your first programme in Iceland. Your students approached every experience with curiosity, openness, and a genuine willingness to learn—not only about Iceland, but about themselves and each other.
As one of your own journal prompts reminded students before they arrived: “Return home with stories, skills and a better understanding of the world… and of yourself. Because in the end, the most important destination is not the place you visit. It is the person you become on the journey.”
Reading the students’ reflections, we have a feeling that journey has only just begun.
We hope this was the first of many visits from Breck School to Iceland.
What will they remember a year from now?
Will it be standing beside an active volcanic landscape? The first glimpse of a glacier? The sound of Gullfoss? Or will it be something much less obvious?
This July, GeoCamp Iceland welcomed Breck School for the school’s first educational journey to Iceland. Over nine days, students explored Reykjanes UNESCO Global Geopark, hiked to recent eruption sites, learned about geothermal energy and renewable resources, travelled through South Iceland to the glacier lagoons, visited Vestmannaeyjar to understand natural hazards, and traced Iceland’s history from the Settlement Era to modern-day Reykjavík.
Along the way, we discussed climate change, renewable energy, geology, resilience, and how people have adapted to life on this remote North Atlantic island for more than a thousand years. From the first settlers who relied entirely on the natural environment to today’s communities responding to volcanic eruptions and a changing climate, Iceland became more than a destination. It became a place to ask questions.
The Question That Mattered Most
On their final evening, Breck’s teachers asked the students a simple question. “How do you have a better understanding of yourself because of this trip?” Their answers reminded us why experiential education matters.
Some students wrote about putting their phones away and becoming more present.
Others reflected on finding confidence by stepping outside their comfort zones and building friendships with classmates they barely knew before arriving in Iceland.
Several mentioned becoming more aware of food waste and understanding that sustainability isn’t just an idea discussed in classrooms. It’s something expressed through everyday choices, including supporting local communities and businesses.
One student wrote about sitting quietly at Gullfoss, wondering what future generations might experience if climate change continues unchecked. Another reflected on seeing Iceland’s political leadership and realising that governments do not have to look the way she had always imagined.
And one comment, in particular, stayed with us: “Touristy things can be fun, but it’s more important to find your own Narnias. The impromptu moments, talking to locals, finding their favorite spots and learning from them.”
It is difficult to imagine a better description of the kind of travel experience we hope to create.
And the “Narnias” they mention? We knew exactly what they meant. They aren’t famous landmarks or places you’ll find at the top of a guidebook. They’re the hidden corners that reveal themselves unexpectedly when you’re out in nature, a hidden canyon, a quiet lava field, a hillside with a view no one was expecting, or simply a place where the group decides to stop and take it all in. They’re the moments when someone says, “I had no idea this was here.”
Those places are rarely the reason people come to Iceland, but they often become the reason they remember it. They remind us that the most meaningful experiences are often found just off the beaten path, where there is time to slow down, explore, and discover something that feels like it was waiting just for you.
The Moments You Can’t Put on an Itinerary
People often assume that educational travel is defined by where you go. In reality, it is often defined by everything that happens between the destinations. At GeoCamp, we spend months planning programmes, confirming accommodations, monitoring weather forecasts, arranging transportation, and making sure every detail works. Those things matter because they create the conditions for learning.
But the moments students remember are usually the ones no one could have scheduled.
They are the conversations during a hike. The shared challenges that build confidence. The quiet moments spent simply sitting in nature. The stories exchanged around the fire at our family farm after a long day in the field.
Those experiences create space for reflection in a way that classrooms rarely can. As guides, we also receive something in return. Every group allows us to revisit landscapes we know by heart through fresh eyes. Places we may have visited hundreds of times suddenly feel new again because someone notices something we have overlooked or asks a question we have never considered.
That may be one of the greatest privileges of this work.
Thank You, Breck School
We are grateful to everyone at Breck School for trusting GeoCamp Iceland with your first programme in Iceland. Your students approached every experience with curiosity, openness, and a genuine willingness to learn—not only about Iceland, but about themselves and each other.
As one of your own journal prompts reminded students before they arrived: “Return home with stories, skills and a better understanding of the world… and of yourself. Because in the end, the most important destination is not the place you visit. It is the person you become on the journey.”
Reading the students’ reflections, we have a feeling that journey has only just begun.
We hope this was the first of many visits from Breck School to Iceland.
- Published on
Regenerative tourism is no longer just an emerging concept—it is becoming a practical framework for strengthening destinations, supporting local communities, and protecting nature. Earlier this summer, partners in the REGENERATE project gathered in Finland to review progress and plan the next stage of this international collaboration.
On 25–26 June 2026, partners from Iceland, Finland, Sweden, and Ireland met at Hawkhill Cottage Resort near Helsinki for the latest REGENERATE project meeting. Hosted by ProxyLab, the meeting marked the successful completion of the project’s first phase and laid the foundation for the next stage of work.
GeoCamp Iceland participated in the meeting alongside Visit Reykjanes and other project partners, contributing to discussions on how education, collaboration, and place-based experiences can support a more regenerative approach to tourism.
Building the foundations
The first phase of REGENERATE has focused on understanding the current state of tourism across the Northern Periphery and Arctic region. During the meeting, partners reviewed the results of regional analyses, stakeholder mapping, and the collection of examples demonstrating how regenerative tourism is already being implemented in different destinations.
Rather than simply reducing negative impacts, regenerative tourism aims to create positive outcomes for destinations by supporting healthy ecosystems, resilient communities, and thriving local economies. Sharing practical examples from across the partner regions has been an important step in identifying approaches that can be adapted elsewhere.
Learning from Hawkhill
The meeting venue, Hawkhill Cottage Resort, provided more than just a place to meet. It served as a living example of regenerative tourism in practice.
Through its close relationship with the surrounding landscape, commitment to sustainability, and emphasis on authentic local experiences, Hawkhill demonstrated how tourism businesses can successfully balance environmental responsibility with economic viability. Visiting the resort allowed partners to experience firsthand how regenerative principles can become part of everyday operations rather than remaining theoretical ambitions.
GeoCamp Iceland’s role
For GeoCamp Iceland, participation in REGENERATE aligns closely with our mission of using education and field-based learning to inspire more sustainable relationships between people and places. Every educational programme we deliver encourages participants to better understand the landscapes they visit, engage with local communities, and reflect on how tourism can contribute positively to the destinations they experience. The project strengthens this work by connecting partners who share the ambition of making tourism a force for environmental stewardship, community wellbeing, and regional resilience.
As the project moves into its next phase, GeoCamp Iceland looks forward to contributing to the development of educational resources and sharing practical experiences from Iceland with partners across Northern Europe.
About REGENERATE
REGENERATE is an international cooperation project led by Visit Reykjanes. The project brings together partners from Iceland, Finland, Sweden, and Ireland to develop regenerative tourism approaches that create positive impacts for nature, local communities, and regional economies through collaboration, innovation, and shared learning.
On 25–26 June 2026, partners from Iceland, Finland, Sweden, and Ireland met at Hawkhill Cottage Resort near Helsinki for the latest REGENERATE project meeting. Hosted by ProxyLab, the meeting marked the successful completion of the project’s first phase and laid the foundation for the next stage of work.
GeoCamp Iceland participated in the meeting alongside Visit Reykjanes and other project partners, contributing to discussions on how education, collaboration, and place-based experiences can support a more regenerative approach to tourism.
Building the foundations
The first phase of REGENERATE has focused on understanding the current state of tourism across the Northern Periphery and Arctic region. During the meeting, partners reviewed the results of regional analyses, stakeholder mapping, and the collection of examples demonstrating how regenerative tourism is already being implemented in different destinations.
Rather than simply reducing negative impacts, regenerative tourism aims to create positive outcomes for destinations by supporting healthy ecosystems, resilient communities, and thriving local economies. Sharing practical examples from across the partner regions has been an important step in identifying approaches that can be adapted elsewhere.
Learning from Hawkhill
The meeting venue, Hawkhill Cottage Resort, provided more than just a place to meet. It served as a living example of regenerative tourism in practice.
Through its close relationship with the surrounding landscape, commitment to sustainability, and emphasis on authentic local experiences, Hawkhill demonstrated how tourism businesses can successfully balance environmental responsibility with economic viability. Visiting the resort allowed partners to experience firsthand how regenerative principles can become part of everyday operations rather than remaining theoretical ambitions.
GeoCamp Iceland’s role
For GeoCamp Iceland, participation in REGENERATE aligns closely with our mission of using education and field-based learning to inspire more sustainable relationships between people and places. Every educational programme we deliver encourages participants to better understand the landscapes they visit, engage with local communities, and reflect on how tourism can contribute positively to the destinations they experience. The project strengthens this work by connecting partners who share the ambition of making tourism a force for environmental stewardship, community wellbeing, and regional resilience.
As the project moves into its next phase, GeoCamp Iceland looks forward to contributing to the development of educational resources and sharing practical experiences from Iceland with partners across Northern Europe.
About REGENERATE
REGENERATE is an international cooperation project led by Visit Reykjanes. The project brings together partners from Iceland, Finland, Sweden, and Ireland to develop regenerative tourism approaches that create positive impacts for nature, local communities, and regional economies through collaboration, innovation, and shared learning.
- Published on
In May 2026, partners in the Erasmus+ project "Create a Sustainable World by the Motto of Zero Waste and Educate the Future Citizens of Europe to Be Responsible for How to Reuse, Recycle and Reduce Waste for a Better Future" gathered in Rakkestad, Norway, for the project's first Learning, Teaching and Training Activity (LTT1). The week brought together students, teachers, and project partners from across Europe to explore how education can inspire more sustainable lifestyles and strengthen European cooperation.
Throughout the mobility, participants took part in practical workshops, collaborative school activities, and cultural visits that combined environmental education with intercultural learning. One of the highlights was the Plastic Art Project, where students worked in international teams to transform discarded plastic into creative artworks, demonstrating how waste can become a valuable educational resource while raising awareness of responsible consumption and recycling.
Visits to Oslo, including the MUNCH Museum and the Oslo Opera House, together with time spent with host families and participation in Norway's National Day celebrations, gave participants a deeper understanding of Norwegian culture and strengthened friendships across borders.
On behalf of GeoCamp Iceland, Sigrún Svafa Ólafsdóttir a project manager for education and Drífa Thorstensen, a STEAM teacher at Háaleitisskóli in Reykjanesbær, participated in the meeting in Norway. For them the mobility offered valuable inspiration for bringing sustainability into everyday teaching. Experiencing how environmental responsibility is integrated into school life and the local community in Norway highlighted the importance of hands-on learning, creativity, and international collaboration. The exchange of ideas with colleagues from across Europe also provided new approaches to teaching about plastic pollution, the circular economy, and responsible consumption.
The mobility strengthened Erasmus+ partnerships while creating new opportunities for future cooperation. The knowledge and ideas gained during the week will now be shared with colleagues and students in Reykjanes, supporting further work on sustainability, innovation, outdoor learning, and international projects. By connecting place-based learning with creativity and intercultural dialogue, the project empowers young people to become active and responsible citizens capable of contributing to a more sustainable future.
Throughout the mobility, participants took part in practical workshops, collaborative school activities, and cultural visits that combined environmental education with intercultural learning. One of the highlights was the Plastic Art Project, where students worked in international teams to transform discarded plastic into creative artworks, demonstrating how waste can become a valuable educational resource while raising awareness of responsible consumption and recycling.
Visits to Oslo, including the MUNCH Museum and the Oslo Opera House, together with time spent with host families and participation in Norway's National Day celebrations, gave participants a deeper understanding of Norwegian culture and strengthened friendships across borders.
On behalf of GeoCamp Iceland, Sigrún Svafa Ólafsdóttir a project manager for education and Drífa Thorstensen, a STEAM teacher at Háaleitisskóli in Reykjanesbær, participated in the meeting in Norway. For them the mobility offered valuable inspiration for bringing sustainability into everyday teaching. Experiencing how environmental responsibility is integrated into school life and the local community in Norway highlighted the importance of hands-on learning, creativity, and international collaboration. The exchange of ideas with colleagues from across Europe also provided new approaches to teaching about plastic pollution, the circular economy, and responsible consumption.
The mobility strengthened Erasmus+ partnerships while creating new opportunities for future cooperation. The knowledge and ideas gained during the week will now be shared with colleagues and students in Reykjanes, supporting further work on sustainability, innovation, outdoor learning, and international projects. By connecting place-based learning with creativity and intercultural dialogue, the project empowers young people to become active and responsible citizens capable of contributing to a more sustainable future.
