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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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Even with frequent earthquakes and volcanic eruptions, Iceland tops the list of the safest places in the world. Iceland consistently ranks as the world’s safest country, making it an ideal destination for student travelers and educational groups. According to the Global Peace Index, Iceland has topped the list for 14 years, and it’s easy to see why. With no military, low crime, and a strong sense of community, Iceland offers a peaceful environment for both locals and visitors. This is why GeoCamp Iceland is thrilled to welcome students from around the world to experience the unique combination of safety and natural wonder that our country offers.
Community built on trust and low crime
The core components of Iceland’s safety are its low crime rate, strong social cohesion, and community support systems. Iceland’s crime rate is among the lowest globally, and the close-knit society means that locals feel they can depend on one another. This extends to visitors, as Icelanders take pride in looking out for guests and creating a welcoming atmosphere. At
Another reason why Iceland is so safe, especially for young visitors, is the freedom available to children and youth. Iceland’s low crime and small communities allow children to enjoy a level of independence that’s rare elsewhere. At GeoCamp Iceland, we ensure that students experience this freedom in a safe, structured way, guiding them through outdoor activities, whether exploring volcanic landscapes or studying coastal biodiversity. By providing hands-on, real-world learning experiences, GeoCamp Iceland encourages students to interact confidently with Iceland’s stunning landscapes while emphasizing responsibility and safety.
Leader in gender equality and life quality
An additional aspect contributing to Iceland’s safety is the nation’s strong stance on gender equality. Iceland ranks first worldwide in gender equality, making it a particularly reassuring destination for young women and diverse groups. This commitment to fairness and inclusivity is evident in Iceland’s societal attitudes, and GeoCamp Iceland reflects these values in our programs. We aim to create a supportive environment where students of all backgrounds feel welcome and empowered to explore and learn.
Iceland also offers an exceptional quality of life, ranking high in areas such as clean air and water, community support, and life satisfaction. This quality of life fosters a society that values mutual respect, responsibility, and well-being, all of which contribute to Iceland’s reputation as a safe destination. GeoCamp Iceland emphasizes these values in our programs, inviting students not only to learn about Iceland’s landscapes but also to experience the social values that make Iceland unique. By immersing students in this environment, we aim to provide an unforgettable, holistic educational experience.
Staying safe in Iceland’s beautiful but challenging nature
While Iceland’s natural beauty is a major draw, it does come with its own set of hazards. Rapidly changing weather and challenging terrains require visitors to take precautions. Icelanders are well aware of this and operate a highly organized volunteer-based search and rescue network to support those exploring the wilder parts of the country. GeoCamp Iceland collaborates with local rescue teams and uses resources like the SafeTravel website to prepare students for their activities. Through these partnerships, we ensure students learn safe travel practices and gain an understanding of responsible outdoor exploration.
In short, Iceland’s unparalleled safety record, welcoming culture, and breathtaking natural landscapes make it the perfect place for educational travel. GeoCamp Iceland is proud to offer students a gateway to this remarkable country, where they can learn, explore, and experience Iceland in a secure and supportive setting. For those considering a study trip to Iceland, GeoCamp Iceland provides a unique opportunity to engage with the natural world in one of the safest places on Earth.
Community built on trust and low crime
The core components of Iceland’s safety are its low crime rate, strong social cohesion, and community support systems. Iceland’s crime rate is among the lowest globally, and the close-knit society means that locals feel they can depend on one another. This extends to visitors, as Icelanders take pride in looking out for guests and creating a welcoming atmosphere. At
Another reason why Iceland is so safe, especially for young visitors, is the freedom available to children and youth. Iceland’s low crime and small communities allow children to enjoy a level of independence that’s rare elsewhere. At GeoCamp Iceland, we ensure that students experience this freedom in a safe, structured way, guiding them through outdoor activities, whether exploring volcanic landscapes or studying coastal biodiversity. By providing hands-on, real-world learning experiences, GeoCamp Iceland encourages students to interact confidently with Iceland’s stunning landscapes while emphasizing responsibility and safety.
Leader in gender equality and life quality
An additional aspect contributing to Iceland’s safety is the nation’s strong stance on gender equality. Iceland ranks first worldwide in gender equality, making it a particularly reassuring destination for young women and diverse groups. This commitment to fairness and inclusivity is evident in Iceland’s societal attitudes, and GeoCamp Iceland reflects these values in our programs. We aim to create a supportive environment where students of all backgrounds feel welcome and empowered to explore and learn.
Iceland also offers an exceptional quality of life, ranking high in areas such as clean air and water, community support, and life satisfaction. This quality of life fosters a society that values mutual respect, responsibility, and well-being, all of which contribute to Iceland’s reputation as a safe destination. GeoCamp Iceland emphasizes these values in our programs, inviting students not only to learn about Iceland’s landscapes but also to experience the social values that make Iceland unique. By immersing students in this environment, we aim to provide an unforgettable, holistic educational experience.
Staying safe in Iceland’s beautiful but challenging nature
While Iceland’s natural beauty is a major draw, it does come with its own set of hazards. Rapidly changing weather and challenging terrains require visitors to take precautions. Icelanders are well aware of this and operate a highly organized volunteer-based search and rescue network to support those exploring the wilder parts of the country. GeoCamp Iceland collaborates with local rescue teams and uses resources like the SafeTravel website to prepare students for their activities. Through these partnerships, we ensure students learn safe travel practices and gain an understanding of responsible outdoor exploration.
In short, Iceland’s unparalleled safety record, welcoming culture, and breathtaking natural landscapes make it the perfect place for educational travel. GeoCamp Iceland is proud to offer students a gateway to this remarkable country, where they can learn, explore, and experience Iceland in a secure and supportive setting. For those considering a study trip to Iceland, GeoCamp Iceland provides a unique opportunity to engage with the natural world in one of the safest places on Earth.
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GeoCamp Iceland took part in a training event in Florence in October as part of the Acaδimia Project (https://european-acadimia.eu/), which included fifty teachers and teacher trainers from eight countries with the objective to explore and practice Creative and Inclusive Learning Methods.
Among the large group of teachers and trainers, were three participants from GeoCamp Iceland’s as well as teachers from Akurskóli and Gerðaskóli Primary Schools in Reykjanes on behalf of our organisation.
The seminar was a vibrant hub of learning, collaboration, and exploration. For GeoCamp Iceland, it was especially rewarding to discover new ways of tackling environmental issues and STEAM topics in the classroom, presenting these challenges through the lens of nature and sustainability. Looking ahead, the project will now focus on equipping local teachers with the skills and tools to integrate these innovative methods into classrooms across Reykjanes.
“I found the trip absolutely fantastic!” shared Ragnheiður Alma Snæbjörnsdóttir from Akurskóli Primary School at the end of the five-day event. “The training sessions were highly beneficial, and networking both domestically and internationally was invaluable. We had the opportunity to explore new teaching methodologies; even familiar concepts were presented in a fresh context, making them immediately applicable in the classroom. Diverse examples were provided, allowing me to select those most suitable for my teaching practice.”
In the group photo, GeoCamp Iceland’s team stands with project partners from the University of Iceland and teachers from Vesturbæjarskóli, Hörðuvallskóli, and Kársnesskóli Primary Schools, celebrating a successful step forward in educational innovation.
Among the large group of teachers and trainers, were three participants from GeoCamp Iceland’s as well as teachers from Akurskóli and Gerðaskóli Primary Schools in Reykjanes on behalf of our organisation.
The seminar was a vibrant hub of learning, collaboration, and exploration. For GeoCamp Iceland, it was especially rewarding to discover new ways of tackling environmental issues and STEAM topics in the classroom, presenting these challenges through the lens of nature and sustainability. Looking ahead, the project will now focus on equipping local teachers with the skills and tools to integrate these innovative methods into classrooms across Reykjanes.
“I found the trip absolutely fantastic!” shared Ragnheiður Alma Snæbjörnsdóttir from Akurskóli Primary School at the end of the five-day event. “The training sessions were highly beneficial, and networking both domestically and internationally was invaluable. We had the opportunity to explore new teaching methodologies; even familiar concepts were presented in a fresh context, making them immediately applicable in the classroom. Diverse examples were provided, allowing me to select those most suitable for my teaching practice.”
In the group photo, GeoCamp Iceland’s team stands with project partners from the University of Iceland and teachers from Vesturbæjarskóli, Hörðuvallskóli, and Kársnesskóli Primary Schools, celebrating a successful step forward in educational innovation.
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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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GeoCamp Iceland participates in the regional initiative to expand the UNESCO Schools network across all educational instiutions in Reykjanes UNESCO Global Geopark. At a meeting held on September 4th in Reykjanesbær, representatives from schools in the region gathered to discuss the integration of UNESCO principles, with the aim of having all schools on all school levels begin the application process within the next two years.
Sigrún Svafa Ólafsdóttir, Project Manager for Educational Programmes at GeoCamp Iceland and Reykjanes UNESCO Global Geopark, is leading the project. As part of the effort, she has been working closely with schools and teachers in the region, fostering cooperation and creating opportunities for educational development through international initiatives.
"GeoCamp Iceland has long been involved in various European projects, collaborating with teachers from all levels of education," said Sigrún Svafa. "This initiative builds on that experience, offering schools in Reykjanes a unique opportunity to gain international recognition for the great work they're already doing with the UN’s Sustainable Development Goals (SDGs). The UNESCO Schools project will help strengthen these efforts, create deeper ties between schools, and enhance global citizenship education."
Sigrún Svafa Ólafsdóttir, Project Manager for Educational Programmes at GeoCamp Iceland and Reykjanes UNESCO Global Geopark, is leading the project. As part of the effort, she has been working closely with schools and teachers in the region, fostering cooperation and creating opportunities for educational development through international initiatives.
"GeoCamp Iceland has long been involved in various European projects, collaborating with teachers from all levels of education," said Sigrún Svafa. "This initiative builds on that experience, offering schools in Reykjanes a unique opportunity to gain international recognition for the great work they're already doing with the UN’s Sustainable Development Goals (SDGs). The UNESCO Schools project will help strengthen these efforts, create deeper ties between schools, and enhance global citizenship education."
Skólar á Reykjanesi sýna mikinn vilja til að bætast í hóp UNESCO skóla á Íslandi
Þann 4. september 2024 var haldinn kynningarfundur í Hljómahöll um innleiðingu UNESCO skóla í alla skóla á Reykjanesi. Fulltrúum frá öllum skólum á svæðinu var boðið á fundinn ásamt aðilum tengdum Suðurnesjvettvangi.
„Sjálfbærni er sameiginlegt viðfangsefni allra sem íbúar á þessari jörð og mun verða um fyrirsjáanlega framtíð. Heimsmarkmið Sameinuðu Þjóðanna setja skýran ramma utan um þau mikilvægu verkefni og áskoranir sem við stöndum frami fyrir til þess að komandi kynslóðir njóti velsældar og sjálfbærni sé tryggð. Jafnrétti, réttlæti, friður og virðing fyrir umhverfinu er á ábyrgð okkar alla og við viljum leggja okkar af mörkum til þess að ná árangri á þessum sviðum.“
Þannig hefst viljayfirlýsing um að hefja UNESCO skóla umsóknarferlið á næstu tveimur árum, sem 15 skólar af Reykjanesi hafa nú þegar skrifað undir.
Hugmyndin að þessu metnaðarfulla verkefni kemur frá Suðurnesjavettvangi sem er samstarfsvettvangur um innleiðingu Heimsmarkmiða Sameinuðu þjóðanna á Suðurnesjum. Að Suðurnesjavettvangi standa Samband sveitarfélaganna á Suðurnesjum, Kadeco og Isavia ásamt öllum sveitarfélögunum fjórum á Suðurnesjum. Þá er Reykjanes jarðvangur einnig samstarfsaðili verkefnisins og leggur til verkefnastjóra sem mun styðja skólana á svæðinu með hlutlausum vettvangi fyrir samvinnu og tengslamyndun þvert á skóla, skólastig og sveitarfélög.
Til þess að varða leiðina að sjálfbæru samfélagi er skólasamfélagið á Reykjanesi nú að taka stórt skref með því að sýna samstöðu og vilja til samstarfs um innleiðingu Heimsmarkmiðanna. Sú sameiginlega vegferð hófst á fundinum þar sem margir skólar skrifuðu undir yfirlýsingu þess efnis að gerast UNESCO skóli innan tveggja ára og allir aðilar tengdir Suðurnesjavettvangi skrifuðu undir yfirlýsingu um að styðja þessa innleiðingu eftir bestu getu.
UNESCO skólar skuldbinda sig til að vinna að verkefnum sem snúa að því að auka þekkingu á málefnum Sameinuðu þjóðanna og Heimsmarkmiðinum. Þverfagleg verkefni sem nýtast í ýmsum kennslustundum og passa vel inni í grunnþætti aðalnámsskrár leik- grunn- og framhaldsskóla. Flestir skólar vinna í dag fjölmörg verkefni tengd Heimsmarkmiðunum á hverju starfsári, svo það að gerast UNESCO skóli er að mestu leyti aðeins alþjóðleg viðurkenning á því góða starfi og yfirlýsing um að vilja bæta í sambærileg verkefni á komandi árum.
Sigrún Svafa Ólafsdóttir er verkefnastjóri fræðslumála hjá Reykjanes jarðvangi og GeoCamp Iceland segir að fundurinn í Hljómahöll hafi farið fram úr björtustu vonum.
„Það er alveg frábært að sjá hve margir ætla að vera með og voru tilbúin að skrifa undir viljayfirlýsingu strax. Ég fékk þetta skemmtilega verkefni upp í hendurnar sem mitt fyrsta verk sem verkefnastjóri fræðslumála hjá jarðvanginum. UNESCO skóla verkefnið er frábært verkfæri til að mynda góð tengsl við alla skólana, á öllum skólastigum í öllum sveitarfélögunum á Reykjanesinu. Ég hef verið að vinna mikið með kennurum úr öllum skólum á svæðinu í ýmsum Evrópuverkefnum sem GeoCamp Iceland hefur haldið utan um, í samstarfi við til dæmis Samband sveitarfélaga á Suðurnesjum og Reykjanes Jarðvang. Í þeirri vinnu hefur komið mjög skýrt í ljós að þörf fyrir aukna samvinnu milli skóla er mikil og hvað öflugt tengslanet kennara getur skilað miklu inn í skólastarfið.
Ég er mjög spennt fyrir næstu skrefum, skólar hér á svæðinu eru allir að gera svo frábæra og spennandi hluti. Það að taka þátt í UNESCO skóla uppbyggingunni verður vonandi eingöngu til þess að gera alla flottu vinnuna þeirra enn sýnilegri í samfélaginu. Margir skólar skrifuðu undir viljayfirlýsingu um að fara af stað með þetta verkefni á næstu 2 árum og ég veit að hinir skólarnir eru að ígrunda þetta, það er alltaf hægt að bætast við og enginn er að missa af tækifærinu.
Það stendur misvel á hjá skólum og mikilvægt að starfsfólk skólanna taki sameiginlega ákvörðun með hjartanu að fara af stað í þetta verkefni. Okkar von er sú að allir skólar á svæðinu sláist í hópinn á næstu 2 árum. Umfang verkefnisins er mikið, á Íslandi eru í dag samtals 21 UNESCO skólar en ef allir skólar á Reykjanesi taka þátt, bætast 28 skólar við þá tölu. Til að þetta gangi vel er mikilvægt að samfélagið allt standi með okkur í þessu og því dýrmætt að nú þegar hafa margir stórir aðilar á svæðinu lýst því yfir að þau eru tilbúin til að styðja við þetta verkefni eftir bestu getu. Við í undirbúningsteyminu gætum bara ekki verið ánægðari með viðbrögðin við þessari metnaðarfullu hugmynd!“
Eva Harðardóttir formaður Félags Sameinuðu Þjóðanna á Íslandi var þátttakandi á fundinum. Hún var himinlifandi yfir viðbrögðunum og talaði um að þessi samvinna um heimsmarkmiðin væri einstök. „Þetta verkefni er til fyrirmyndar fyrir annað svæðisbundið samstarf og samfélög á landinu sem vilja vinna að sjálfbærri þróun með því að efla staðbundna þekkingu og hnattræna vitund barna og ungmenna, en efling hnattrænnar borgaravitundar er einmitt eitt af meginmarkmiðum UNESCO-skólanetsins“.
Eftirfarandi 15 skólar hafa nú þegar skrifað undir viljayfirlýsingu um að hefja þá vegferð að gerast UNESCO skóli á næstu tveim árum:
Eftirfarandi aðilar skrifuðu undir viljayfirlýsingu um að styðja UNESCO skóla verkefnið:
„Sjálfbærni er sameiginlegt viðfangsefni allra sem íbúar á þessari jörð og mun verða um fyrirsjáanlega framtíð. Heimsmarkmið Sameinuðu Þjóðanna setja skýran ramma utan um þau mikilvægu verkefni og áskoranir sem við stöndum frami fyrir til þess að komandi kynslóðir njóti velsældar og sjálfbærni sé tryggð. Jafnrétti, réttlæti, friður og virðing fyrir umhverfinu er á ábyrgð okkar alla og við viljum leggja okkar af mörkum til þess að ná árangri á þessum sviðum.“
Þannig hefst viljayfirlýsing um að hefja UNESCO skóla umsóknarferlið á næstu tveimur árum, sem 15 skólar af Reykjanesi hafa nú þegar skrifað undir.
Hugmyndin að þessu metnaðarfulla verkefni kemur frá Suðurnesjavettvangi sem er samstarfsvettvangur um innleiðingu Heimsmarkmiða Sameinuðu þjóðanna á Suðurnesjum. Að Suðurnesjavettvangi standa Samband sveitarfélaganna á Suðurnesjum, Kadeco og Isavia ásamt öllum sveitarfélögunum fjórum á Suðurnesjum. Þá er Reykjanes jarðvangur einnig samstarfsaðili verkefnisins og leggur til verkefnastjóra sem mun styðja skólana á svæðinu með hlutlausum vettvangi fyrir samvinnu og tengslamyndun þvert á skóla, skólastig og sveitarfélög.
Til þess að varða leiðina að sjálfbæru samfélagi er skólasamfélagið á Reykjanesi nú að taka stórt skref með því að sýna samstöðu og vilja til samstarfs um innleiðingu Heimsmarkmiðanna. Sú sameiginlega vegferð hófst á fundinum þar sem margir skólar skrifuðu undir yfirlýsingu þess efnis að gerast UNESCO skóli innan tveggja ára og allir aðilar tengdir Suðurnesjavettvangi skrifuðu undir yfirlýsingu um að styðja þessa innleiðingu eftir bestu getu.
UNESCO skólar skuldbinda sig til að vinna að verkefnum sem snúa að því að auka þekkingu á málefnum Sameinuðu þjóðanna og Heimsmarkmiðinum. Þverfagleg verkefni sem nýtast í ýmsum kennslustundum og passa vel inni í grunnþætti aðalnámsskrár leik- grunn- og framhaldsskóla. Flestir skólar vinna í dag fjölmörg verkefni tengd Heimsmarkmiðunum á hverju starfsári, svo það að gerast UNESCO skóli er að mestu leyti aðeins alþjóðleg viðurkenning á því góða starfi og yfirlýsing um að vilja bæta í sambærileg verkefni á komandi árum.
Sigrún Svafa Ólafsdóttir er verkefnastjóri fræðslumála hjá Reykjanes jarðvangi og GeoCamp Iceland segir að fundurinn í Hljómahöll hafi farið fram úr björtustu vonum.
„Það er alveg frábært að sjá hve margir ætla að vera með og voru tilbúin að skrifa undir viljayfirlýsingu strax. Ég fékk þetta skemmtilega verkefni upp í hendurnar sem mitt fyrsta verk sem verkefnastjóri fræðslumála hjá jarðvanginum. UNESCO skóla verkefnið er frábært verkfæri til að mynda góð tengsl við alla skólana, á öllum skólastigum í öllum sveitarfélögunum á Reykjanesinu. Ég hef verið að vinna mikið með kennurum úr öllum skólum á svæðinu í ýmsum Evrópuverkefnum sem GeoCamp Iceland hefur haldið utan um, í samstarfi við til dæmis Samband sveitarfélaga á Suðurnesjum og Reykjanes Jarðvang. Í þeirri vinnu hefur komið mjög skýrt í ljós að þörf fyrir aukna samvinnu milli skóla er mikil og hvað öflugt tengslanet kennara getur skilað miklu inn í skólastarfið.
Ég er mjög spennt fyrir næstu skrefum, skólar hér á svæðinu eru allir að gera svo frábæra og spennandi hluti. Það að taka þátt í UNESCO skóla uppbyggingunni verður vonandi eingöngu til þess að gera alla flottu vinnuna þeirra enn sýnilegri í samfélaginu. Margir skólar skrifuðu undir viljayfirlýsingu um að fara af stað með þetta verkefni á næstu 2 árum og ég veit að hinir skólarnir eru að ígrunda þetta, það er alltaf hægt að bætast við og enginn er að missa af tækifærinu.
Það stendur misvel á hjá skólum og mikilvægt að starfsfólk skólanna taki sameiginlega ákvörðun með hjartanu að fara af stað í þetta verkefni. Okkar von er sú að allir skólar á svæðinu sláist í hópinn á næstu 2 árum. Umfang verkefnisins er mikið, á Íslandi eru í dag samtals 21 UNESCO skólar en ef allir skólar á Reykjanesi taka þátt, bætast 28 skólar við þá tölu. Til að þetta gangi vel er mikilvægt að samfélagið allt standi með okkur í þessu og því dýrmætt að nú þegar hafa margir stórir aðilar á svæðinu lýst því yfir að þau eru tilbúin til að styðja við þetta verkefni eftir bestu getu. Við í undirbúningsteyminu gætum bara ekki verið ánægðari með viðbrögðin við þessari metnaðarfullu hugmynd!“
Eva Harðardóttir formaður Félags Sameinuðu Þjóðanna á Íslandi var þátttakandi á fundinum. Hún var himinlifandi yfir viðbrögðunum og talaði um að þessi samvinna um heimsmarkmiðin væri einstök. „Þetta verkefni er til fyrirmyndar fyrir annað svæðisbundið samstarf og samfélög á landinu sem vilja vinna að sjálfbærri þróun með því að efla staðbundna þekkingu og hnattræna vitund barna og ungmenna, en efling hnattrænnar borgaravitundar er einmitt eitt af meginmarkmiðum UNESCO-skólanetsins“.
Eftirfarandi 15 skólar hafa nú þegar skrifað undir viljayfirlýsingu um að hefja þá vegferð að gerast UNESCO skóli á næstu tveim árum:
- Leikskólinn Holt í Reykjanesbæ
- Leikskólinn Völlur í Reykjanesbæ
- Heilsuleikskólinn Skógarás í Reykjanesbæ
- Leikskólinn Akur í Reykjanesbæ
- Leikskólinn Gimli í Reykjanesbæ
- Njarðvíkurskóli Reykjanesbæ
- Holtaskóli í Reykjanesbæ
- Heiðarskóli Reykjanesbæ
- Stapaskóli í Reykjanesbæ
- Háaleitisskóli í Reykjanesbæ
- Sandgerðisskóli í Suðurnesjabæ
- Gerðaskóli í Suðurnesjabæ
- Grænaborg í Suðurnesjabæ
- Fjölbrautaskóli Suðurnesja
- Fisktækniskóli Íslands í Grindavík / Suðurnesjabæ
Eftirfarandi aðilar skrifuðu undir viljayfirlýsingu um að styðja UNESCO skóla verkefnið:
- Samband sveitarfélaga á Suðurnesjum
- Sveitarfélagið Vogar
- Reykjanesbær
- Grindavíkurbær
- Suðurnesjabær
- Reykjanes jarðvangur / Reykjanes UNESCO Global Geopark
- GeoCamp Iceland
- Isavia
- Kadeco
- Published on
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.
