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From March through August 2025, GeoCamp Iceland welcomed over 400 participants (students, faculty, and educational leaders from around the world) making this our busiest first half of the year ever, and nearly double the number we hosted during the same period in 2024.
The majority of our groups come from US-based high schools, colleges, and universities, including returning partners such as Marist College, the University of Southern Maine, the University of Wisconsin–Madison and Northwood School, as well as Beijing Normal University who joined us for the first time since before Covid. These institutions have returned year after year to bring their students into the field with us, deepening their engagement with Iceland’s dynamic natural and cultural landscape.
This year also marked the arrival of several new partner institutions, including University of Maine, Phillips Exeter Academy, Taylor University, Georgian Court University, and Auburn School. We’re thrilled to welcome these schools into the GeoCamp Iceland network and look forward to supporting their continued commitment to field-based learning and sustainability education.
Why partner with GeoCamp Iceland?
Each program is designed in close collaboration with faculty and tailored to the academic focus of each group. Themes range from glacier science, geothermal energy, and climate change to coastal biodiversity, STEAM education, and cultural geography. Our approach bridges disciplines, encourages critical thinking, and connects learners directly with the environments they study.
In addition to student programmes, we hosted faculty development trips and scouting visits from schools preparing for their first GeoCamp journeys in 2026, a sign of the growing interest in place-based, experiential learning across disciplines and age groups.
As we look ahead to 2026, we’re proud to see more institutions joining our growing community, bringing new ideas, new energy, and a shared mission to make education more active, relevant, and globally connected.
To all the educators, students, and partners who joined us this year: Thank you for making Iceland your living classroom and for contributing to deeper awareness of the challenges (and opportunities) our planet faces today.
The majority of our groups come from US-based high schools, colleges, and universities, including returning partners such as Marist College, the University of Southern Maine, the University of Wisconsin–Madison and Northwood School, as well as Beijing Normal University who joined us for the first time since before Covid. These institutions have returned year after year to bring their students into the field with us, deepening their engagement with Iceland’s dynamic natural and cultural landscape.
This year also marked the arrival of several new partner institutions, including University of Maine, Phillips Exeter Academy, Taylor University, Georgian Court University, and Auburn School. We’re thrilled to welcome these schools into the GeoCamp Iceland network and look forward to supporting their continued commitment to field-based learning and sustainability education.
Why partner with GeoCamp Iceland?
Each program is designed in close collaboration with faculty and tailored to the academic focus of each group. Themes range from glacier science, geothermal energy, and climate change to coastal biodiversity, STEAM education, and cultural geography. Our approach bridges disciplines, encourages critical thinking, and connects learners directly with the environments they study.
In addition to student programmes, we hosted faculty development trips and scouting visits from schools preparing for their first GeoCamp journeys in 2026, a sign of the growing interest in place-based, experiential learning across disciplines and age groups.
As we look ahead to 2026, we’re proud to see more institutions joining our growing community, bringing new ideas, new energy, and a shared mission to make education more active, relevant, and globally connected.
To all the educators, students, and partners who joined us this year: Thank you for making Iceland your living classroom and for contributing to deeper awareness of the challenges (and opportunities) our planet faces today.
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In July we welcomed West Chester University (WCU) back to GeoCamp Iceland for an intensive two-week field course exploring Iceland’s dynamic geology. Led by Dr. Daria Nikitina and supported by the GeoCamp Iceland team, this returning group of students dove deep into the volcanic landscapes, glacial systems, and geothermal wonders that make Iceland one of the most compelling Earth science classrooms on the planet.
Beginning on the Reykjanes Peninsula, students were introduced to Iceland’s unique position astride the Mid-Atlantic Ridge. From day one, they were already walking between tectonic plates and witnessing the surface expressions of deep geological forces—lava fields, rift valleys, and steaming geothermal zones. This introduction set the tone for a journey that would span from ancient eruptions to modern energy systems, from explosive volcanoes to sustainable innovation.
Highlights from the programme included a hike to the Fagradalsfjall eruption site, a visit to the rift valley at Þingvellir National Park, and the iceberg-littered glacier lagoon of Jökulsárlón, as well as Gígjökull glacier and Snæfellsnes peninsula. Students explored tephra layers around Mt. Hekla, walked in the shadows of receding glaciers like Sólheimajökull, and stood on black sand beaches formed by relentless coastal erosion. They examined the aftermath of the 1973 eruption in the Westman Islands and traced Iceland’s renewable energy infrastructure from deep within the Earth to modern-day power plants like Hellisheiði.
But this journey was never just about the rocks
WCU students also reflected on the relationship between Iceland’s dramatic landscapes and its culture, visiting museums, engaging with local experts, and connecting the natural sciences with broader themes of sustainability, resilience, and history.
And then, on their very last day in Iceland, nature reminded everyone why this island is truly alive. As if to underline the week’s lessons, the Reykjanes Peninsula once again ruptured open with a fresh volcanic eruption—offering students a rare and unforgettable opportunity to witness Earth’s power in real time, just hours before departure.
GeoCamp Iceland remains committed to providing hands-on, meaningful educational experiences for Earth science students, and it’s a privilege to work with institutions like West Chester University who share our passion for active, outdoor learning.
We look forward to welcoming them back again. Because in Iceland, there’s always more to discover.
Beginning on the Reykjanes Peninsula, students were introduced to Iceland’s unique position astride the Mid-Atlantic Ridge. From day one, they were already walking between tectonic plates and witnessing the surface expressions of deep geological forces—lava fields, rift valleys, and steaming geothermal zones. This introduction set the tone for a journey that would span from ancient eruptions to modern energy systems, from explosive volcanoes to sustainable innovation.
Highlights from the programme included a hike to the Fagradalsfjall eruption site, a visit to the rift valley at Þingvellir National Park, and the iceberg-littered glacier lagoon of Jökulsárlón, as well as Gígjökull glacier and Snæfellsnes peninsula. Students explored tephra layers around Mt. Hekla, walked in the shadows of receding glaciers like Sólheimajökull, and stood on black sand beaches formed by relentless coastal erosion. They examined the aftermath of the 1973 eruption in the Westman Islands and traced Iceland’s renewable energy infrastructure from deep within the Earth to modern-day power plants like Hellisheiði.
But this journey was never just about the rocks
WCU students also reflected on the relationship between Iceland’s dramatic landscapes and its culture, visiting museums, engaging with local experts, and connecting the natural sciences with broader themes of sustainability, resilience, and history.
And then, on their very last day in Iceland, nature reminded everyone why this island is truly alive. As if to underline the week’s lessons, the Reykjanes Peninsula once again ruptured open with a fresh volcanic eruption—offering students a rare and unforgettable opportunity to witness Earth’s power in real time, just hours before departure.
GeoCamp Iceland remains committed to providing hands-on, meaningful educational experiences for Earth science students, and it’s a privilege to work with institutions like West Chester University who share our passion for active, outdoor learning.
We look forward to welcoming them back again. Because in Iceland, there’s always more to discover.
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When we talk about the first Europeans to reach North America, the name Christopher Columbus is often the first that comes to mind. But long before the Niña, the Pinta, and the Santa Maria crossed the Atlantic, Norse explorers from Iceland and Greenland had already sailed westward, leaving footprints, stories—and settlements—on the shores of what they called Vinland.
One of the most remarkable figures in this early chapter of transatlantic history is Guðríður Þorbjarnardóttir, known simply as Guðríður the Far-Traveller. Born at Laugarbrekka on the Snæfellsnes Peninsula, she became one of the most widely travelled women of the Viking Age. With her husband Þorfinnur Karlsefni, Guðríður sailed to Vinland around the year 1000 and gave birth to a son, Snorri—believed to be the first European child born in the Americas. After returning to Iceland, Guðríður later made a pilgrimage to Rome, an extraordinary journey for any Icelander of the time.
Another iconic explorer is Leifur Eiríksson, son of Eiríkur the Red. Around the year 1000, Leif sailed west from Greenland and reached the North American coast, likely landing on what we now know as Newfoundland. According to the sagas, he found wild grapes and fertile meadows, naming the land Vinland. Archaeological evidence from L’Anse aux Meadows, Newfoundland—excavated by Helge and Anne Stine Ingstad in the 1960s—confirmed Norse presence in North America around the year 1000, proving that Leif’s voyage was more than myth.
But what about Columbus?
A lesser-known theory, explored on historical signage in Iceland and by some historians, suggests that Christopher Columbus may have visited Iceland in 1477—fifteen years before his famous voyage—and learned about Vinland from Icelandic seafarers and scholars. At the time, tales of western lands were preserved in sagas and passed down orally by fishermen who travelled to Iceland’s northern coasts. Columbus’s biographer, his own son Ferdinand, writes of such a voyage to the north, and the Icelandic annals note the arrival of foreign sailors in those years. Did Columbus receive his first inspiration for a westward journey here, in the land of lava fields and long memory?
At GeoCamp Iceland, we use this deep historical landscape as a teaching tool—connecting geography, archaeology, storytelling, and science. Whether it’s exploring Guðríður’s journey, walking in Leifur’s footsteps, or reflecting on the exchange of knowledge that may have influenced world history, the Icelandic coast offers a classroom like no other.
From the windswept shores of Newfoundland to the volcanic slopes of Iceland, the story of early exploration is not only about who arrived first—but about how ideas, people, and possibilities crossed oceans long before borders existed.
One of the most remarkable figures in this early chapter of transatlantic history is Guðríður Þorbjarnardóttir, known simply as Guðríður the Far-Traveller. Born at Laugarbrekka on the Snæfellsnes Peninsula, she became one of the most widely travelled women of the Viking Age. With her husband Þorfinnur Karlsefni, Guðríður sailed to Vinland around the year 1000 and gave birth to a son, Snorri—believed to be the first European child born in the Americas. After returning to Iceland, Guðríður later made a pilgrimage to Rome, an extraordinary journey for any Icelander of the time.
Another iconic explorer is Leifur Eiríksson, son of Eiríkur the Red. Around the year 1000, Leif sailed west from Greenland and reached the North American coast, likely landing on what we now know as Newfoundland. According to the sagas, he found wild grapes and fertile meadows, naming the land Vinland. Archaeological evidence from L’Anse aux Meadows, Newfoundland—excavated by Helge and Anne Stine Ingstad in the 1960s—confirmed Norse presence in North America around the year 1000, proving that Leif’s voyage was more than myth.
But what about Columbus?
A lesser-known theory, explored on historical signage in Iceland and by some historians, suggests that Christopher Columbus may have visited Iceland in 1477—fifteen years before his famous voyage—and learned about Vinland from Icelandic seafarers and scholars. At the time, tales of western lands were preserved in sagas and passed down orally by fishermen who travelled to Iceland’s northern coasts. Columbus’s biographer, his own son Ferdinand, writes of such a voyage to the north, and the Icelandic annals note the arrival of foreign sailors in those years. Did Columbus receive his first inspiration for a westward journey here, in the land of lava fields and long memory?
At GeoCamp Iceland, we use this deep historical landscape as a teaching tool—connecting geography, archaeology, storytelling, and science. Whether it’s exploring Guðríður’s journey, walking in Leifur’s footsteps, or reflecting on the exchange of knowledge that may have influenced world history, the Icelandic coast offers a classroom like no other.
From the windswept shores of Newfoundland to the volcanic slopes of Iceland, the story of early exploration is not only about who arrived first—but about how ideas, people, and possibilities crossed oceans long before borders existed.
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This June, GeoCamp Iceland had the pleasure of once again welcoming students and faculty from the University of Wisconsin–Madison for an immersive two-week field study program focused on ecology, climate change, and Iceland’s dynamic natural systems.
Led by Dr. Sharon Thoma, the group explored the connections between biodiversity, geology, and culture across southwestern Iceland—from the volcanic energy of Reykjanes and the glaciers of the south coast to the fragile tundra ecosystems of Þórsmörk. Their visit marked a continued collaboration between UW–Madison and GeoCamp, now several years strong, and already looking ahead to future cohorts.
Field Studies and Education in Iceland
As in previous years, Þórsmörk served as the cornerstone of the group’s scientific fieldwork. Tucked between glaciers and shaped by centuries of volcanic activity, this remote valley offers a unique natural laboratory for biodiversity research. Students hiked, collected data, and reflected on the resilience of life in harsh environments, building on earlier research and contributing to a growing body of knowledge about Icelandic tundra ecosystems.
Beyond the field studies, the itinerary also brought students face-to-face with sustainability in action—whether learning about geothermal bread baking in Laugarvatn, speaking with glacier guides about disappearing ice, or meeting local experts working in genetics, fisheries, and the circular economy. There was time, too, for cultural connections: a conversation with author Andri Snær Magnason, puffin sightings on Heimaey, a taste of Icelandic music, and quiet moments for personal reflection in wild, unforgettable landscapes.
The GeoCamp team was proud to support the logistical and educational framework for the trip—arranging everything from excursions and guest speakers to meals and accommodation. As always, our goal is to ensure students not only see Iceland, but truly engage with it.
We look forward to continuing this partnership with UW–Madison in 2026 and beyond. Until then, thank you to this year’s group for their curiosity, energy, and commitment to learning in the field.
Led by Dr. Sharon Thoma, the group explored the connections between biodiversity, geology, and culture across southwestern Iceland—from the volcanic energy of Reykjanes and the glaciers of the south coast to the fragile tundra ecosystems of Þórsmörk. Their visit marked a continued collaboration between UW–Madison and GeoCamp, now several years strong, and already looking ahead to future cohorts.
Field Studies and Education in Iceland
As in previous years, Þórsmörk served as the cornerstone of the group’s scientific fieldwork. Tucked between glaciers and shaped by centuries of volcanic activity, this remote valley offers a unique natural laboratory for biodiversity research. Students hiked, collected data, and reflected on the resilience of life in harsh environments, building on earlier research and contributing to a growing body of knowledge about Icelandic tundra ecosystems.
Beyond the field studies, the itinerary also brought students face-to-face with sustainability in action—whether learning about geothermal bread baking in Laugarvatn, speaking with glacier guides about disappearing ice, or meeting local experts working in genetics, fisheries, and the circular economy. There was time, too, for cultural connections: a conversation with author Andri Snær Magnason, puffin sightings on Heimaey, a taste of Icelandic music, and quiet moments for personal reflection in wild, unforgettable landscapes.
The GeoCamp team was proud to support the logistical and educational framework for the trip—arranging everything from excursions and guest speakers to meals and accommodation. As always, our goal is to ensure students not only see Iceland, but truly engage with it.
We look forward to continuing this partnership with UW–Madison in 2026 and beyond. Until then, thank you to this year’s group for their curiosity, energy, and commitment to learning in the field.
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GeoCamp Iceland, coordinates the Erasmus+ supported Green Advisor project a collaborative initiative focused on developing practical tools for greener, more responsible project coordination across Europe.
So what have we been building?
Over the past couple of years, our consortium consisting of partners from Iceland, Spain, Finland, Italy and Türkiye, has worked together to design digital tools that support sustainability in everyday project management. The tools are now live and freely accessible to anyone working in EU-funded initiatives or beyond. Two key tools are now available online:
Explore both tools here: greenadvisor.gazi.edu.tr
Why does it matter?
For anyone coordinating Erasmus+ projects—or indeed any EU-funded activity—these tools offer a hands-on approach to integrating sustainability goals into planning, implementation, and evaluation. They are designed to meet the real-life needs of project teams, helping to align our everyday decisions with the broader ambitions of the European Green Deal and Erasmus+ environmental priorities.
At GeoCamp Iceland, we’ve already begun using these tools internally and will continue to share insights from our experience as part of our wider commitment to climate-conscious education and project design.
Have you tested them yet? We’d love to hear how they work for you—your feedback will help us shape the next phase of Green Advisor.
So what have we been building?
Over the past couple of years, our consortium consisting of partners from Iceland, Spain, Finland, Italy and Türkiye, has worked together to design digital tools that support sustainability in everyday project management. The tools are now live and freely accessible to anyone working in EU-funded initiatives or beyond. Two key tools are now available online:
- Self-Assessment Tool
This interactive tool helps project managers, educators, and organisations understand how sustainable their daily operations really are. By answering a set of questions, users receive tailored feedback and practical tips to improve their practices—from energy usage and mobility to digital behaviour and procurement. - Orientation Online Tool
Designed with busy professionals in mind, this resource features short podcasts covering core themes such as sustainable travel, zero waste, energy efficiency, digital sustainability, and green procurement. Whether you’re on a train or walking to your next meeting, you can learn and reflect on practical sustainability measures—on the go.
Explore both tools here: greenadvisor.gazi.edu.tr
Why does it matter?
For anyone coordinating Erasmus+ projects—or indeed any EU-funded activity—these tools offer a hands-on approach to integrating sustainability goals into planning, implementation, and evaluation. They are designed to meet the real-life needs of project teams, helping to align our everyday decisions with the broader ambitions of the European Green Deal and Erasmus+ environmental priorities.
At GeoCamp Iceland, we’ve already begun using these tools internally and will continue to share insights from our experience as part of our wider commitment to climate-conscious education and project design.
Have you tested them yet? We’d love to hear how they work for you—your feedback will help us shape the next phase of Green Advisor.
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At GeoCamp Iceland, we often describe nature as the ultimate classroom—but even the most powerful landscapes sometimes need interpretation. Melting glaciers may speak volumes, but it takes a certain kind of voice to help us truly hear them. Andri Snær Magnason is one of those rare voices.
As a writer, filmmaker, environmental advocate, and former presidential candidate, Andri has become a vital figure in Iceland’s—and the world’s—climate conversation. His book On Time and Water (Um tímann og vatnið) defies the conventions of environmental writing. It is lyrical and deeply human, blending mythology, science, memory, and philosophy into a narrative that makes the climate crisis intimate and immediate.
Many of the student and faculty groups we welcome begin their journey by reading his work. Meeting Andri in person becomes a natural and necessary extension of that experience. We include these visits not only because of what he knows, but because of what he shows. How to give language to loss, how to frame urgency with empathy, and how to speak about the seemingly unspeakable.
In a world of retreating ice and rising uncertainty, Andri helps the glaciers find a voice.
As a writer, filmmaker, environmental advocate, and former presidential candidate, Andri has become a vital figure in Iceland’s—and the world’s—climate conversation. His book On Time and Water (Um tímann og vatnið) defies the conventions of environmental writing. It is lyrical and deeply human, blending mythology, science, memory, and philosophy into a narrative that makes the climate crisis intimate and immediate.
Many of the student and faculty groups we welcome begin their journey by reading his work. Meeting Andri in person becomes a natural and necessary extension of that experience. We include these visits not only because of what he knows, but because of what he shows. How to give language to loss, how to frame urgency with empathy, and how to speak about the seemingly unspeakable.
In a world of retreating ice and rising uncertainty, Andri helps the glaciers find a voice.
Storytelling as a Climate Tool
Andri argues that the language we have inherited is inadequate for the scale of change we face. “We are using 20th-century words,” he says, “to describe a 21st-century catastrophe.” In On Time and Water, he works to expand that language—by introducing his grandmother, one of Iceland’s first female doctors; by visiting the sacred Ganges River in India; and by standing at the edge of disappearing glaciers in the Icelandic highlands.
When students meet Andri, they don’t just hear a lecture. They encounter someone who has wrestled with these questions in both public and private life—who has taken on the challenge of creating metaphors powerful enough to move people from awareness to action. His presence invites students to consider their own role as storytellers, no matter their discipline.
Andri argues that the language we have inherited is inadequate for the scale of change we face. “We are using 20th-century words,” he says, “to describe a 21st-century catastrophe.” In On Time and Water, he works to expand that language—by introducing his grandmother, one of Iceland’s first female doctors; by visiting the sacred Ganges River in India; and by standing at the edge of disappearing glaciers in the Icelandic highlands.
When students meet Andri, they don’t just hear a lecture. They encounter someone who has wrestled with these questions in both public and private life—who has taken on the challenge of creating metaphors powerful enough to move people from awareness to action. His presence invites students to consider their own role as storytellers, no matter their discipline.
The Glacier as Ancestor
Iceland’s glaciers are disappearing fast. Andri has written about the loss of Okjökull, the first Icelandic glacier officially declared dead. He composed the eulogy for its memorial plaque—addressed not to humans, but to the future: “This monument is to acknowledge that we know what is happening and what needs to be done. Only you will know if we did it.”
For our participants, standing in front of receding ice fields and then sitting with Andri later in the programme creates a powerful arc. It connects place with purpose, science with spirit. Students begin to understand the glacier not just as a geological feature, but as a relative—an elder being lost to time. This reframing has emotional weight. It makes climate change personal.
Iceland’s glaciers are disappearing fast. Andri has written about the loss of Okjökull, the first Icelandic glacier officially declared dead. He composed the eulogy for its memorial plaque—addressed not to humans, but to the future: “This monument is to acknowledge that we know what is happening and what needs to be done. Only you will know if we did it.”
For our participants, standing in front of receding ice fields and then sitting with Andri later in the programme creates a powerful arc. It connects place with purpose, science with spirit. Students begin to understand the glacier not just as a geological feature, but as a relative—an elder being lost to time. This reframing has emotional weight. It makes climate change personal.
Learning Through Networks of Meaning
GeoCamp Iceland isn’t just about travel—it’s about connection. Our work brings students and faculty into conversation with scientists, artists, educators, and thinkers who are shaping Iceland’s response to environmental change. Andri Snær is part of that extended learning network. He reminds us that climate literacy isn’t just about understanding carbon cycles or sea level rise—it’s also about asking: "What stories will we tell about this moment? And how will those stories shape what comes next?"
Including a visit with Andri Snær Magnason in our programmes is not a luxury. It is a pedagogical choice grounded in our belief that education must speak to the whole person—mind, body, and imagination. For future teachers, scientists, artists, and leaders, meeting Andri is a call to responsibility and creativity. It’s a chance to sit with someone who is not just documenting change, but trying to shape it—through language, through empathy, and through bold acts of communication.
These are the moments our students carry home. These are the voices that stay with them.
Andri Snær Magnason: "On Time and Water"
TED Talk: On Time and Water
GeoCamp Iceland isn’t just about travel—it’s about connection. Our work brings students and faculty into conversation with scientists, artists, educators, and thinkers who are shaping Iceland’s response to environmental change. Andri Snær is part of that extended learning network. He reminds us that climate literacy isn’t just about understanding carbon cycles or sea level rise—it’s also about asking: "What stories will we tell about this moment? And how will those stories shape what comes next?"
Including a visit with Andri Snær Magnason in our programmes is not a luxury. It is a pedagogical choice grounded in our belief that education must speak to the whole person—mind, body, and imagination. For future teachers, scientists, artists, and leaders, meeting Andri is a call to responsibility and creativity. It’s a chance to sit with someone who is not just documenting change, but trying to shape it—through language, through empathy, and through bold acts of communication.
These are the moments our students carry home. These are the voices that stay with them.
Andri Snær Magnason: "On Time and Water"
TED Talk: On Time and Water
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The Icelandic group in Girona
GeoCamp Iceland, together with the University of Iceland’s School of Education, took part in the Acadimia Teacher Training Seminar in Girona, Spain, from 30 June to 4 July. An inspiring event under the Erasmus+ Acadimia project bringing together European teachers to explore creative and inclusive methodologies in education.
Hosted at the Facultat d’Educació i Psicologia of the University of Girona, the seminar welcomed 50 teachers from eight countries. Participants, including representatives from GeoCamp Iceland, engaged with innovative teaching practices such as Creative STEAM, Digital Storytelling, G.A.M.E. and Gamified Learning, and Empathy–Analysis–Reflection (EAR). Each day combined hands-on workshops with opportunities for networking and cultural immersion, reflecting the project’s belief that creativity and inclusion thrive through shared experiences.
Iceland was well represented with primary school teachers from Grundaskóli in Akranes, Sandgerðisskóli, Háaleitisskóli, and Stóru-Vogaskóli on the Reykjanes Peninsula, along with two teachers from Ingunnarskóli and Borgarskóli in Reykjavik. This collective participation highlights the strong and growing collaboration among Icelandic schools, University of Iceland, GeoCamp Iceland, and the Acadimia community.
The seminar demonstrated the power of international cooperation in education—equipping teachers with practical tools for creative learning and reinforcing the importance of building a supportive community where educators inspire one another across borders.
GeoCamp Iceland and the University of Iceland’s School of Education will continue this collaboration by hosting follow-up workshops with Acadimia representatives in Iceland. Interested teachers are welcome to contact us for more details about participating.
It is worth noting that we will be organising meetings and workshops with Acadimia representatives at the University of Iceland’s School of Education this coming November in Iceland. Teachers interested in joining these events are welcome to get in touch with us for more information.
To learn more about Acadimia’s innovative methodologies and to join the Icelandic Acadimia community, visit the project website here or join the Acadimia IS Facebook group here.
Hosted at the Facultat d’Educació i Psicologia of the University of Girona, the seminar welcomed 50 teachers from eight countries. Participants, including representatives from GeoCamp Iceland, engaged with innovative teaching practices such as Creative STEAM, Digital Storytelling, G.A.M.E. and Gamified Learning, and Empathy–Analysis–Reflection (EAR). Each day combined hands-on workshops with opportunities for networking and cultural immersion, reflecting the project’s belief that creativity and inclusion thrive through shared experiences.
Iceland was well represented with primary school teachers from Grundaskóli in Akranes, Sandgerðisskóli, Háaleitisskóli, and Stóru-Vogaskóli on the Reykjanes Peninsula, along with two teachers from Ingunnarskóli and Borgarskóli in Reykjavik. This collective participation highlights the strong and growing collaboration among Icelandic schools, University of Iceland, GeoCamp Iceland, and the Acadimia community.
The seminar demonstrated the power of international cooperation in education—equipping teachers with practical tools for creative learning and reinforcing the importance of building a supportive community where educators inspire one another across borders.
GeoCamp Iceland and the University of Iceland’s School of Education will continue this collaboration by hosting follow-up workshops with Acadimia representatives in Iceland. Interested teachers are welcome to contact us for more details about participating.
It is worth noting that we will be organising meetings and workshops with Acadimia representatives at the University of Iceland’s School of Education this coming November in Iceland. Teachers interested in joining these events are welcome to get in touch with us for more information.
To learn more about Acadimia’s innovative methodologies and to join the Icelandic Acadimia community, visit the project website here or join the Acadimia IS Facebook group here.
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GeoCamp Iceland was thrilled to take part in the ACAδIMIA European Teacher Training Summer Campus from 26–28 June in Epidaurus, Greece—an inspiring gathering of educators in a place steeped in ancient history.
Trainers and teachers from Belgium, Bulgaria, Hungary, Iceland, Italy, Spain, and Greece came together for an intensive training experience built around the EAR methodology (Empathy – Analysis – Reflection) and Drama in Education. As a case study, participants explored Sophocles’ timeless tragedy Antigone, connecting its themes to today’s educational and social challenges.
A highlight of the summer camp was attending the world premiere of Antigone—directed by Ulrich Rasche—at the iconic Ancient Theatre of Epidaurus, famous for its extraordinary acoustics and capacity of up to 14,000 spectators. Experiencing this powerful performance in such a historic setting brought the training’s themes of empathy, conflict, and critical thinking to life in a profound way.
A Unique Learning Experience
This unforgettable experience took place in a real camping environment, adding a spirit of adventure and community. We extend heartfelt thanks to our inspired trainers—Nikolas Kamtsis, Ifigenia Georgiadou, Ntina Aidona, and Bethlenfalvy Adam—whose expertise and energy made the training exceptional. A special thank you also goes to the Action Synergy team for their dedication and positivity, and to the wonderful staff at Bekas Camping for their professionalism and warm hospitality, which made everyone feel welcome and comfortable.
The summer camp combined:
GeoCamp Iceland is excited to bring these creative, inclusive approaches back to Icelandic classrooms, helping teachers empower every student through drama, empathy, and active learning.
Trainers and teachers from Belgium, Bulgaria, Hungary, Iceland, Italy, Spain, and Greece came together for an intensive training experience built around the EAR methodology (Empathy – Analysis – Reflection) and Drama in Education. As a case study, participants explored Sophocles’ timeless tragedy Antigone, connecting its themes to today’s educational and social challenges.
A highlight of the summer camp was attending the world premiere of Antigone—directed by Ulrich Rasche—at the iconic Ancient Theatre of Epidaurus, famous for its extraordinary acoustics and capacity of up to 14,000 spectators. Experiencing this powerful performance in such a historic setting brought the training’s themes of empathy, conflict, and critical thinking to life in a profound way.
A Unique Learning Experience
This unforgettable experience took place in a real camping environment, adding a spirit of adventure and community. We extend heartfelt thanks to our inspired trainers—Nikolas Kamtsis, Ifigenia Georgiadou, Ntina Aidona, and Bethlenfalvy Adam—whose expertise and energy made the training exceptional. A special thank you also goes to the Action Synergy team for their dedication and positivity, and to the wonderful staff at Bekas Camping for their professionalism and warm hospitality, which made everyone feel welcome and comfortable.
The summer camp combined:
- Interactive workshops exploring Socratic dialogue, Forum Theatre, and creative drama techniques.
- Hands-on activities fostering empathy, creativity, and social awareness among educators.
- Collective reflection sessions, connecting ancient narratives with modern classroom challenges.
- Shared community moments, including meals and discussions under the Greek sky—honouring the tradition of learning together that has defined Epidaurus for millennia.
GeoCamp Iceland is excited to bring these creative, inclusive approaches back to Icelandic classrooms, helping teachers empower every student through drama, empathy, and active learning.
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This summer marked an exciting milestone for both Phillips Exeter Academy and GeoCamp Iceland: the inaugural student trip of a new partnership bringing learning beyond the classroom into Iceland’s extraordinary landscapes. Over nine days of immersive exploration, 15 students and three faculty members journeyed across glaciers, volcanoes, lava fields, coastal cliffs, and vibrant cultural sites — guided every step of the way by GeoCamp Iceland’s educators.
Through Exeter’s Global Initiatives experiential learning program, students delved into Iceland’s dynamic geology and stark beauty while confronting the realities of climate change, renewable energy innovation, and the country’s deep cultural history. This first trip in the collaboration was designed around a rich curriculum that combined hands-on fieldwork, reflective discussions, and meetings with local experts.
Students investigated topics such as living on an active plate boundary, the ethics of tourism in volcanic zones, Iceland’s renewable energy transition, and the resilience of communities like the Westman Islands after natural disasters. They witnessed the rapid retreat of glaciers like Sólheimajökull, learned about the global impact of historic eruptions like Laki, and examined efforts like the CarbFix project to capture carbon and store it as stone. Each student prepared research on a unique topic before departure, enriching group discussions and deepening learning in the field.
The program also included cultural and literary encounters, such as a meeting with Icelandic author Rán Flygenring, and reflections on Iceland’s sagas as ancient narratives offering insights into modern resilience and sustainability. Activities balanced academic exploration with moments of wonder. Sailing on glacier lagoons, hiking mossy cliffs with puffins, relaxing in geothermal pools, and sharing stories during evening meals.
Through Exeter’s Global Initiatives experiential learning program, students delved into Iceland’s dynamic geology and stark beauty while confronting the realities of climate change, renewable energy innovation, and the country’s deep cultural history. This first trip in the collaboration was designed around a rich curriculum that combined hands-on fieldwork, reflective discussions, and meetings with local experts.
Students investigated topics such as living on an active plate boundary, the ethics of tourism in volcanic zones, Iceland’s renewable energy transition, and the resilience of communities like the Westman Islands after natural disasters. They witnessed the rapid retreat of glaciers like Sólheimajökull, learned about the global impact of historic eruptions like Laki, and examined efforts like the CarbFix project to capture carbon and store it as stone. Each student prepared research on a unique topic before departure, enriching group discussions and deepening learning in the field.
The program also included cultural and literary encounters, such as a meeting with Icelandic author Rán Flygenring, and reflections on Iceland’s sagas as ancient narratives offering insights into modern resilience and sustainability. Activities balanced academic exploration with moments of wonder. Sailing on glacier lagoons, hiking mossy cliffs with puffins, relaxing in geothermal pools, and sharing stories during evening meals.
“[It] was my first time outside of America, and the journey affected me more than I thought it would,” Levi ’28 said. “The awe-inspiring landscape, the rich and layered culture, the close-knit community and the delicious food all added up to an exquisite trip. But what I enjoyed most was exploring a beautiful foreign land with a group of new friends. In particular, I remember a steep hike on the Westman Islands that rewarded us with gorgeous vistas of mossy cliffs — and puffins! My largest takeaway from that hike was not the beautiful views though but the importance of determination and grit that kept us together from start to end.”
Exeter Principal Bill Rawson, who joined the trip as a chaperone, summed up the experience: “It was a very special experience exploring a new country with 15 curious Exonians. We were all learners every step of the way. And for me, it was quite special observing firsthand the impact our global studies programs have on our students.”
For GeoCamp Iceland, this first collaboration with Phillips Exeter Academy represents not just a successful trip, but the beginning of a meaningful partnership rooted in field-based education, global awareness, and inspiring the next generation of leaders to understand our changing planet.
For GeoCamp Iceland, this first collaboration with Phillips Exeter Academy represents not just a successful trip, but the beginning of a meaningful partnership rooted in field-based education, global awareness, and inspiring the next generation of leaders to understand our changing planet.
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In June 2025, partners from across Europe came together in Turku, Finland, for the final Transnational Partner Meeting of the Erasmus+ AURORA project. Hosted in the historic Vanha Suurtori district, the meeting marked the conclusion of the project which focused on strengthening outdoor learning through technology, inclusion, and youth engagement.
AURORA – Advancing Understanding and Respect of Outdoor and Rural Areas – has brought together organisations from Ireland, Finland, Türkiye, and Iceland to co-create new methods and tools that help young people reconnect with nature in meaningful ways. From the very beginning, the project has aimed to make outdoor learning more accessible—particularly for youth who may face social, economic, or geographic barriers.
GeoCamp Iceland hosted the first Learning, Teaching and Training Activity (LTTA) in Reykjanes and led the development of educational content on climate change and nature-based learning. Working alongside partners and young participants, we helped shape two major outputs: the AURORA Guidebook and the AURORA Platform. Both resources bring together practical experience, youth input, and innovative technology, including AR and VR tools designed to enhance environmental education.
While the project may be formally ending, we believe the outcomes will have lasting value, both within Iceland and for our international network of educators and students. The guidebook provides us with a solid framework: guidelines, checklists, and structured approaches we can draw from when planning outdoor learning activities or supporting schools and university groups. The digital platform, once fully launched, will offer engaging ways to prepare students before field trips and extend learning beyond the landscape itself.
As an organisation grounded in place-based education and international exchange, GeoCamp Iceland sees great potential in applying what we’ve gained through AURORA. Whether it’s a group of Icelandic students exploring the Reykjanes Geopark, or a visiting university cohort engaging with Icelandic nature and sustainability themes, the tools developed in this project will help us deliver deeper, more inclusive, and more thoughtful learning experiences.
We’re grateful to our partners for their collaboration and to the young people whose perspectives helped shape the project’s direction. AURORA has shown that by combining outdoor learning with meaningful participation and digital innovation, we can create something both practical and inspiring. We look forward to sharing the results, and continuing the work in new ways.
AURORA – Advancing Understanding and Respect of Outdoor and Rural Areas – has brought together organisations from Ireland, Finland, Türkiye, and Iceland to co-create new methods and tools that help young people reconnect with nature in meaningful ways. From the very beginning, the project has aimed to make outdoor learning more accessible—particularly for youth who may face social, economic, or geographic barriers.
GeoCamp Iceland hosted the first Learning, Teaching and Training Activity (LTTA) in Reykjanes and led the development of educational content on climate change and nature-based learning. Working alongside partners and young participants, we helped shape two major outputs: the AURORA Guidebook and the AURORA Platform. Both resources bring together practical experience, youth input, and innovative technology, including AR and VR tools designed to enhance environmental education.
While the project may be formally ending, we believe the outcomes will have lasting value, both within Iceland and for our international network of educators and students. The guidebook provides us with a solid framework: guidelines, checklists, and structured approaches we can draw from when planning outdoor learning activities or supporting schools and university groups. The digital platform, once fully launched, will offer engaging ways to prepare students before field trips and extend learning beyond the landscape itself.
As an organisation grounded in place-based education and international exchange, GeoCamp Iceland sees great potential in applying what we’ve gained through AURORA. Whether it’s a group of Icelandic students exploring the Reykjanes Geopark, or a visiting university cohort engaging with Icelandic nature and sustainability themes, the tools developed in this project will help us deliver deeper, more inclusive, and more thoughtful learning experiences.
We’re grateful to our partners for their collaboration and to the young people whose perspectives helped shape the project’s direction. AURORA has shown that by combining outdoor learning with meaningful participation and digital innovation, we can create something both practical and inspiring. We look forward to sharing the results, and continuing the work in new ways.