This September marks the beginning of the Nordplus Junior project Digitalisation vs. Nature (Project No. NPJR-2025/10164), as educators from across Latvia, Lithuania, Finland, Estonia, and Iceland gather in Reykjanes for the kick-off meeting. The project is motivated by a common concern: children and young people are spending more and more time in digital environments, often at the expense of their health, social skills, and connection to nature. Our shared goal is to create learning practices that balance the benefits of digital tools with outdoor, hands-on, and collaborative experiences that nurture well-being, creativity, and sustainability.

Meeting Content and Pedagogical Focus

The Iceland meeting was designed not just as an introduction but as a lived example of what the project stands for. Discussions focused on how STEAM subjects can be taught in ways that move beyond the screen and into the environment around us. Teachers and coordinators reflected on current challenges in education, such as over-digitalisation and disengagement, and explored practical strategies for teaching science, mathematics, and technology through nature-based approaches.

The site visits were chosen to highlight how pedagogy can be grounded in place. In Reykjavík, participants experimented with creative approaches that combine coding and art, showing how digital concepts can be transformed into tangible, outdoor learning activities. Visits to the Suðurnes Science Center, local schools, and the Reykjanes UNESCO Global Geopark demonstrated how scientific knowledge, environmental awareness, and cultural heritage can all be connected in active learning. By linking mathematics to Iceland’s unique landscapes, or biology to its coastal ecosystems, the group experienced first-hand how natural environments provide powerful, memorable contexts for teaching abstract concepts.

Building Resources Together

The outcome of the project goes beyond these shared experiences, developing a joint handbook of teaching methods and activities for STEAM subjects in outdoor settings. This resource will help teachers reduce the negative effects of excessive screen use while promoting creativity, problem-solving, and collaboration. It will also serve as a model for how to adapt nature-based approaches to different age groups and learning needs, including students with special educational requirements.

The Iceland meeting has set the tone for the entire project. That learning happens best when it bridges technology, creativity, and the natural world. The next steps will take the partnership to Finland, Lithuania, Estonia, and Latvia, where each country will build on this foundation and explore how STEAM can be taught outdoors in different seasons and environments. Together, these experiences will provide students and teachers with tools to live, learn, and thrive in balance with both digitalisation and nature.

We’re proud to see Keilir mountain, one of the iconic landmarks of Reykjanes UNESCO Global Geopark, featured on the cover of UNESCO’s new flagship publication: “UNESCO Global Geoparks: Celebrating Earth Heritage, Sustaining Local Communities.”

This stunning photo is more than just a beautiful image—it represents Iceland’s unique geological heritage and the vital role our landscapes play in education, community development, and sustainable tourism.

Published in September 2025, this official UNESCO book highlights the global impact of Geoparks across 50 countries. It showcases how these designated territories connect Earth science with local culture, education, and innovation—values that are at the heart of GeoCamp Iceland’s mission.

The book offers a powerful visual and narrative journey through the diversity of UNESCO Global Geoparks, making it a fantastic resource for educators, researchers, and policy makers interested in sustainability, geotourism, and place-based learning.
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• 📖 Download the book here: unesdoc.unesco.org/ark:/48223/pf0000389209
• 🌍 Explore more about the book on UNESCO’s website unesco.org/en/articles/unesco-global-geoparks-book

For us at GeoCamp Iceland, it’s a reminder of how Iceland’s dramatic landscapes inspire international collaboration and learning. And we couldn’t be more thrilled to see Keilir leading the way.

From 8–12 September 2025, representatives from GeoCamp Iceland and Reykjanes UNESCO Global Geopark travelled to Temuco in southern Chile to participate in the 11th International Global Geoparks Conference (GGN 2025).

Hosted by Kütralkura UNESCO Global Geopark, the event gathered hundreds of delegates from geoparks around the world under the theme “From Ancestral Knowledge towards Future Geoparks: Technologies and Digital Innovation for Sustainable Development.” The Araucanía region, with its volcanic landscapes, ancient araucaria forests, and rich Mapuche-Pewenche cultural heritage, provided an inspiring backdrop for a conference dedicated to connecting science, culture, and community in the geopark framework.

The Icelandic delegation included Arnbjorn Olafsson and Olafur Jon Arnbjornsson from GeoCamp Iceland, Þuríður Aradóttir Braun and Daníel Einarsson from Reykjanes UNESCO Global Geopark, and Sigurður Sigursveinsson from Katla Geopark. Together, they highlighted how Icelandic geoparks are developing innovative approaches to outdoor learning, regenerative tourism, and cultural heritage while strengthening ties to the international geopark network.

Presentations and Posters

Iceland contributed three oral presentations and five posters, covering a wide spectrum of topics. These showcased the innovative work happening in Reykjanes and beyond:

• From Lava Fields to Lesson Plans: Oral presentation by GeoCamp Iceland on how outdoor learning in Reykjanes is being embedded into schools and international projects, turning a geologically active region into a living classroom [Presentation]
• Regenerative Tourism in a Dynamic Landscape: Presentations and posters introducing how Reykjanes is using ongoing volcanic activity as a driver for regenerative geotourism, creating educational resources and attracting international groups [Presentation]
• Traditional Folktales and Local Legends in Reykjanes UNESCO Global Geopark: Highlighting how storytelling and cultural heritage are being integrated with geology to enrich visitor experiences and preserve local identity [Presentation] [Poster]
• REGENERATE Project: A Northern Periphery and Arctic programme initiative led from Reykjanes, showcasing regenerative tourism practices developed with partners from Finland, Sweden, and Ireland [Poster]
• UNESCO ASPnet in Reykjanes: Poster on building a UNESCO school network across the peninsula, embedding sustainability and outdoor learning into everyday education [Poster]
• Reykjanes as a Living Lab: Poster demonstrating how the Geopark integrates education, innovation, and community engagement through cross-border projects [Poster]

Each of these contributions underscored the role of Reykjanes as both a laboratory for Earth sciences and a hub for cultural storytelling, sustainability, and education.

Looking Ahead
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Beyond the formal program, the Icelandic participants engaged actively with other geopark representatives, exchanged experiences on education and tourism development, and explored possibilities for future partnerships.

The presence of Icelandic voices at GGN 2025 underscored the growing role of geoparks in addressing global challenges through local action. By sharing approaches that blend geoscience, cultural storytelling, regenerative tourism, and education, Reykjanes and Katla contributed to a global dialogue about how geoparks can serve as living laboratories for resilience and innovation.

​From the volcanic landscapes of Chile to the lava fields of Iceland, the conference demonstrated the strength of international cooperation in shaping the future of geoparks — and the future of education, sustainability, and community engagement they inspire.

GeoCamp Iceland partners the Nordplus Junior “Digitalisation vs. Nature” project — a two-year initiative running from August 2025 to July 2027. The project brings together schools and organisations from Latvia, Lithuania, Estonia, Finland, and Iceland, united by a common concern: how to counterbalance the growing dominance of digital environments in the lives of young people.

Project aim

The project directly addresses the risks of excessive screen time, which can harm mental health, social development, and physical well-being. By reconnecting students with nature and integrating seasonal outdoor learning into STEAM education, the project seeks to promote healthier, more balanced lifestyles. The guiding idea is that technology should complement, not replace, the natural environments where students can grow, explore, and learn together.

Planned results

Over the course of four mobility visits across the partner countries, teachers and students will explore how STEAM subjects can be taught outside the classroom in autumn, winter, spring, and summer. From tracking wildlife in Estonian forests to exploring the physics of ice and snow in Finland, each exchange highlights the value of learning through real-world environments. The outcomes will be gathered into a comprehensive handbook offering adaptable teaching materials and inclusive guidelines, ensuring that the methods developed can benefit a wide range of schools and students, including those with special needs. The project also places strong emphasis on teacher development, equipping educators with practical approaches to sustainability, climate awareness, and creative outdoor pedagogy.

Partnership

The project is coordinated by Valmiera Gaujas krasta Secondary School – Development Centre in Latvia, with partners including GeoCamp Iceland, Porkuni Special School in Estonia, Pasvalys Riešuto School in Lithuania, and Villa School in Finland. Together, these institutions represent a diverse educational network, ranging from special needs schools to outdoor learning organisations, creating a rich foundation for exchange and collaboration.

GeoCamp Iceland’s role

As the Icelandic partner, GeoCamp Iceland plays a central role in shaping the educational content and pedagogical innovation. We will host the first mobility visit in October 2025, laying the conceptual groundwork for the rest of the project. Our contribution includes developing the framework for digital detox and nature-based education, sharing expertise in sustainability and climate science, and supporting the creation of the project handbook. With our strong background in field-based learning, we aim to ensure that the project is firmly rooted in real-world geoscience and hands-on educational practice.

By the end of the project, the partnership will have created not only practical teaching resources but also a stronger culture of international cooperation. For GeoCamp Iceland, this is an opportunity to share our methods in outdoor learning while gaining valuable new perspectives from colleagues across the Nordic-Baltic region.

This August marks the launch of an new project under Nordplus Horizontal “Empowering Educators: Nordic Geoparks as Cross-Sectoral Hubs for Lifelong Learning”, led by Reykjanes UNESCO Global Geopark in Iceland and partnerd by geoparks in all Nordic countries as well as GeoCamp Iceland.

The two-year project, running from August 2025 to August 2027, brings together UNESCO Global Geoparks across the Nordic region to strengthen teacher resources in outdoor education and to further develop geoparks as living classrooms.

A Nordic partnership for education and sustainability

The project is coordinated by Reykjanes UNESCO Global Geopark in Iceland, with formal partners including Odsherred (Denmark), Platåbergens (Sweden), Rokua (Finland), and Gea Norvegica (Norway) UNESCO Global Geoparks. Associated partners add further depth and expertise, among them the Balthazar Science Center in Sweden, the Suðurnes Science & Learning Centre, Gerðaskóli Primary School, and GeoCamp Iceland.

Building skills for the future

At the heart of the project is the aim to equip teachers with practical, place-based methods for climate, sustainability, and STREAM (Science, Technology, Reading, Engineering, Arts and Mathematics) education. Activities will include:

• Developing shared lesson plans and activity guides rooted in Nordic landscapes and communities.
• ​Creating a collaborative digital platform for teachers and educators across the region.
• Hosting international and national workshops in Nordic geoparks, offering hands-on training and knowledge exchange.

Towards long-term cooperation

The project will culminate in an international conference in Iceland in 2027, where results will be shared with educators, policymakers, and stakeholders. The ultimate goal is to lay the foundation for long-term Nordic cooperationin education and community engagement, positioning geoparks as central hubs for innovation in outdoor learning.

We are proud that GeoCamp Iceland is part of this forward-looking partnership, contributing our experience in field-based education and teacher training.

Follow the project on Facebook for updates: Empowering Educators

In August 2018, GeoCamp Iceland hosted graduate students and professors from Yale University’s Archaia: Program for the Study of Global Antiquity for a two-week summer course that stretched across two countries — Iceland and Greenland.

Based at GeoCamp Iceland, the group explored Iceland’s extraordinary volcanic landscapes and cultural heritage through a programme designed and delivered in collaboration with their faculty leaders, Professors Joe Manning (History & Classics), Anders Winroth (History), and Jóhanna Katrín Friðriksdóttir (Humanities and Medieval Studies). Together with our local experts, GeoCamp guided the group through field lectures at sites such as Öræfajökull in Vatnajökull National Park, the lava fields shaped by Iceland’s largest eruptions, and the sagas embedded in the landscape.

The course linked Earth sciences with the humanities: paleoclimatology, volcanology, and geology were studied alongside Norse settlement, medieval history, and the Icelandic saga tradition. This interdisciplinary approach reflects our core mission at GeoCamp — to create learning experiences where natural and human archives meet, giving students a deeper understanding of how societies adapt to environmental change.

Among other highlights was the group’s journey from Iceland to Greenland, where GeoCamp Iceland facilitated a visit to the Greenland Climate Research Centre in Nuuk. There, students and professors engaged with leading experts on climatology, environmental studies, and the Greenlandic fishing industry, while exploring the legacies of Norse and Inuit settlement in one of the world’s most climate-sensitive regions.

The Yale Archaia programme remains a landmark example of how GeoCamp Iceland connects academic institutions with the living classrooms of the North Atlantic. With growing interest from universities in combining Iceland and Greenland within their study abroad and field courses, this pioneering trip continues to inspire new ways of learning — across disciplines, across borders, and directly in the field.

In August 2025, GeoCamp Iceland had the pleasure of welcoming a dynamic group of science faculty from Phillips Exeter Academy for a six-day educational journey across southwest Iceland. With backgrounds in physics, chemistry, and biology, the eight educators immersed themselves in the living classroom of Iceland’s volcanic landscapes, renewable energy systems, and unique approaches to sustainability.

Their program began with an exploration of the Reykjanes Peninsula, diving straight into Iceland’s tectonic identity and geothermal innovations. A visit to a local school highlighted how STEAM-based outdoor education is shaping young minds in Iceland. The group also met with renowned author and climate activist Andri Snær Magnason to discuss the power of storytelling in communicating climate science.

In the days that followed, the group journeyed from Reykjavík to Þingvellir, Gullfoss, and the black sands of Reynisfjara, retracing parts of the path taken by Exeter students earlier this summer. Along the way, they explored Iceland’s sagas, energy history, and extraordinary natural landscapes. A glacier hike on Sólheimajökull offered a stark encounter with the realities of climate change, while a final visit to the CarbFix carbon capture project at Hellisheiði highlighted cutting-edge solutions for a more sustainable future.

​This visit was not just a study tour—it was a meaningful exchange between educators and landscapes, ideas and experiences. We’re grateful for the partnership with Phillips Exeter Academy and look forward to welcoming more faculty and students from their community in the years to come.

When students stand on the edge of a glacier in southern Iceland, they’re not just looking at ice—they’re witnessing change in real time. The cracks in the ice echo through the valley, the meltwater pools where there was once solid ground, and suddenly, climate change becomes more than a statistic. It becomes personal.

“That kind of direct observation is powerful,” says Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland. “It transforms the climate crisis from something abstract into something immediate and deeply human. We’ve seen students pause, visibly moved by what they’re seeing—and that’s a moment they carry with them.”

One student told us: ‘I didn’t truly understand the effects of climate change until I stood next to a glacier, heard the cracks as it melted, and found myself tearing up.’ That’s a moment you don’t forget."

GeoCamp Iceland has been creating those moments for nearly two decades. What began as a small initiative to promote Earth science has evolved into a full-time organisation dedicated to immersive, field-based learning. From its home base in the geologically active Reykjanes Peninsula, GeoCamp now welcomes educational groups from around the world to explore Iceland’s dynamic landscapes through guided, curriculum-aligned experiences.

While the organisation officially became a full-time operation in 2021, its educational mission has been long in the making. Early work focused on Scandinavian high schools, but in recent years, GeoCamp has shifted toward hosting international universities and secondary schools, with almost 600 participants from over 20 student and faculty groups taking part in tailored study programmes in 2025.

What sets GeoCamp apart is its intentional scale and hands-on approach. “We’re not a volume-based operation,” says Arnbjörn. “We work with a limited number of groups each year so we can stay personally involved in every programme. That’s how we ensure academic alignment, safety, and a meaningful experience for every participant.”

Each trip is designed in close collaboration with educators and faculty. Fieldwork is carefully matched to learning goals, whether it’s investigating geothermal systems, exploring coastal ecosystems, examining glacial retreat, or studying energy transitions. Iceland’s ever-changing environment provides a unique living laboratory—and GeoCamp’s team makes sure students are not just observers, but active participants.

The Reykjanes Peninsula, in particular, offers a front-row seat to geological change. Since 2021, a series of eruptions has marked the beginning of a new volcanic cycle in the region—an event geologists had long predicted. “We’ve been telling our groups for years that Reykjanes was waking up,” Arnbjörn explains. “Now it’s happening, and we’re integrating these developments directly into our fieldwork.”

Students might find themselves walking on newly cooled lava fields, visiting protective berms built around geothermal plants, or even gaining access to emergency zones to study heat vents using thermal drones. These aren’t just excursions—they’re active case studies in natural hazard management, resilience, and sustainability.

But the programme goes beyond Earth science. “To truly engage with these topics, we believe science needs to be paired with storytelling, empathy, and reflection,” says Arnbjörn. That’s why GeoCamp also partners with writers, artists, and environmental advocates—helping students think not only as researchers, but as citizens and storytellers.

Among the most moving moments in any trip is a visit to one of Iceland’s rapidly retreating glaciers. One in particular is losing around 35–40 metres of ice per year, and students often return year after year to find dramatic changes. “It’s impossible to ignore,” Arnbjörn says. “And for many, it’s the first time the reality of climate change hits home.”

These experiences are framed through both scientific context and emotional literacy. Students learn about Earth systems, energy balance, and the carbon cycle—but they also explore the ethics of climate responsibility, intergenerational thinking, and what it means to care for a changing planet.

GeoCamp’s small, interdisciplinary team includes scientists, educators, and local experts—all deeply committed to place-based education. While summer remains the most popular time for visits, an increasing number of groups are choosing spring and autumn for their fieldwork. These off-season trips offer added opportunities: interaction with local schools, less crowded natural sites, and sometimes, a glimpse of the Northern Lights.

No two groups are the same, and that’s part of the point. Whether it’s eight students from a rural high school or a research delegation from a large university, every programme is designed to foster discovery, dialogue, and deeper understanding. “We always learn something new about our own country,” Arnbjörn reflects. “Through the questions visitors ask, the perspectives they bring—we see Iceland with fresh eyes.”

There’s an old Icelandic saying: “Glöggt er gests augað”—“The eye of the visitor is keen.” At GeoCamp Iceland, that principle guides everything. It reminds us that learning is reciprocal. The landscape teaches us, and so do the people who come to explore it.

The following reflections come directly from students who took part in this summer’s UW–Madison Field Study in Iceland. Over two weeks, they combined classroom preparation with hands-on exploration across Iceland’s volcanic landscapes, glaciers, and coastal ecosystems. Their words capture not only what they learned, but how the experience changed them. For many, the journey began as a leap into the unknown. 

GeoCamp Iceland partners the Erasmus+ project On the Move: Enhancing Employability and VET Mobility through Real-World Learning (Project No: 2021-1-IT01-KA220-VET-000034780), an ambitious and timely initiative that aims to strengthen vocational education and training (VET) through experiential learning and international mobility.

Funded by the Erasmus+ Cooperation Partnerships in Vocational Education and Training, the project brings together institutions and organisations from Italy, Iceland, Ireland, Spain, and Greece. Together, we are working to bridge the gap between the classroom and the workplace by designing innovative tools and methods that make VET more dynamic, inclusive, and future-ready.

What is “On the Move” about?

The core idea of the project is simple yet powerful: to make vocational learning more mobile, practical, and connectedto the real world. Through partnerships between schools, employers, training centres, and educational innovators like GeoCamp Iceland, the project seeks to promote mobility as a core value in VET. This includes not only physical mobility through exchanges and internships abroad, but also the development of mobility mindsets—encouraging flexibility, adaptability, and resilience in young learners.

Key themes include:

• Enhancing the employability of vocational learners through real-world and place-based learning
• ​Supporting inclusive and sustainable mobility schemes in VET;
• Providing educators with tools and training to deliver experiential learning and guide international placements effectively;
• And creating a shared European framework that promotes meaningful learning in both local and cross-border contexts.

GeoCamp Iceland’s Role

At GeoCamp Iceland, we believe learning comes alive when it steps outside the classroom. That’s why this project is a perfect fit for us. Our contribution focuses on making mobility meaningful through place-based learning, community engagement, and sustainability education in the dramatic landscape of Iceland.

As part of the project’s Dissemination and Sustainability work package (WP6), GeoCamp Iceland leads the communication efforts, ensuring the project’s tools, methods, and results reach a wider audience of educators, VET providers, and learners across Europe. We’re also deeply involved in co-creating mobility models that connect VET learners to real-world challenges—from sustainable tourism and environmental stewardship to green energy and digital skills.

Ólafur Jón Arnbjörnsson will serve as coordinator for GeoCamp Iceland's participation in the project. A leading figure in Icelandic vocational education and training, Ólafur brings over fifty years of experience to the table. As the former Director of the Icelandic College of Fisheries and principal at several upper secondary schools, he has helped shape national VET policy and curriculum development—most notably by designing the certified training programme for fish technicians.

​With a Mag. Art degree in Education and Pedagogy from the University of Copenhagen, and decades of experience leading Nordic and EU projects, his insight into real-world learning, curriculum design, and labour market relevance has been instrumental in aligning the On the Move project with both Icelandic priorities and broader European goals.

Project Outcomes

The outcomes of the On the Move project reflect a strong commitment to transforming vocational education by grounding it in real-world experience and mobility. One of the central results is a comprehensive research report that maps current practices across partner countries, offering a critical understanding of how real-world learning and international mobility are already being implemented within VET systems. This report lays the foundation for future development and cross-country comparison.

Building on this foundation, the project delivers a set of training modules designed specifically for VET teachers and mobility facilitators. These modules provide practical guidance and pedagogical tools to help educators implement experiential learning and manage mobility opportunities in inclusive and meaningful ways. Alongside the training, a digital toolkit for real-world learning is being developed. This open-access resource will include adaptable methodologies, templates, and planning tools to support institutions in integrating mobility into their curricula.
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To illustrate and contextualise these tools, the project also gathers case studies and mobility models from across Europe. These serve as replicable examples, demonstrating how vocational learners can benefit from immersive, hands-on experiences both at home and abroad. Finally, the project will culminate in a major conference hosted in Italy, where educators, policy makers, and stakeholders will come together to explore the project’s findings and to foster a broader community of practice dedicated to modern, inclusive, and responsive vocational education.

Why It Matters

In an increasingly uncertain world, vocational learners need more than technical skills—they need confidence, curiosity, and a sense of purpose. Projects like On the Move show how education can foster those qualities through international collaboration, mobility, and real-world experience.

We’re honoured to be working alongside dedicated partners to make this vision a reality—and to ensure that every learner, no matter where they come from, has the opportunity to move, grow, and thrive.

To learn more about the project, visit https://vet-onthemove.eu