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This article is based on a presentation delivered by Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland, at the Petroleum Engineering Summer School (PESS2025) in Dubrovnik, Croatia in June 2025. The session explored how Iceland’s geothermal energy system serves as a platform not only for technical excellence but also for education, community development, and international collaboration. By examining case studies from Iceland and partner countries, the lecture positioned geothermal innovation as both an energy solution and an educational opportunity.
Place-Based Learning in a Volcanic Landscape: The Role of GeoCamp Iceland
GeoCamp Iceland is an educational and research platform based on the Reykjanes Peninsula, a region shaped by active volcanoes, geothermal fields, and coastal ecosystems. Originally founded to spark student interest in Earth sciences, GeoCamp Iceland has grown into an international hub for field-based learning focused on sustainability, renewable energy, and climate education. Each year, the programme hosts students and teachers from across the world, connecting them with Iceland’s dynamic environment through immersive, hands-on experiences.
The mission of GeoCamp Iceland is to make science real, local, and transformative. Rather than confining learning to the classroom, we bring participants into lava fields, geothermal zones, and glacial landscapes, inviting them to observe, measure, question, and collaborate. Working in partnership with the Reykjanes UNESCO Global Geopark, schools, energy providers, and research institutions, we design learning experiences that merge scientific literacy with ecological awareness, and that ground global challenges, such as energy transition and climate resilience, in lived experience.
Place-Based Learning in a Volcanic Landscape: The Role of GeoCamp Iceland
GeoCamp Iceland is an educational and research platform based on the Reykjanes Peninsula, a region shaped by active volcanoes, geothermal fields, and coastal ecosystems. Originally founded to spark student interest in Earth sciences, GeoCamp Iceland has grown into an international hub for field-based learning focused on sustainability, renewable energy, and climate education. Each year, the programme hosts students and teachers from across the world, connecting them with Iceland’s dynamic environment through immersive, hands-on experiences.
The mission of GeoCamp Iceland is to make science real, local, and transformative. Rather than confining learning to the classroom, we bring participants into lava fields, geothermal zones, and glacial landscapes, inviting them to observe, measure, question, and collaborate. Working in partnership with the Reykjanes UNESCO Global Geopark, schools, energy providers, and research institutions, we design learning experiences that merge scientific literacy with ecological awareness, and that ground global challenges, such as energy transition and climate resilience, in lived experience.
Geothermal Energy as a Societal Driver
Iceland’s geothermal journey spans centuries, from traditional use of hot springs for bathing and washing to modern district heating systems and advanced geothermal power plants. Today, geothermal energy accounts for approximately two-thirds of Iceland’s total primary energy use, with 90% of households heated by geothermal systems. The transition was gradual but deliberate, driven by public investment, scientific research, and coordinated policy.
Beyond infrastructure, geothermal energy in Iceland is deeply embedded in cultural and social life. Historical sources, including the Icelandic sagas, record geothermal bathing as a healing and communal practice. This historical continuity reflects a broader principle: geothermal energy in Iceland is not only a technical solution but a culturally rooted and community-valued resource.
Innovation and Circular Energy Systems
Technological innovation remains central to Iceland’s geothermal narrative. The Iceland Deep Drilling Project (IDDP) explores supercritical geothermal resources at depths over 4.500 metres, aiming to produce up to ten times more energy per well than conventional methods. The Reykjanes Resource Park exemplifies cascading use of geothermal energy, supporting algae production, aquaculture, spa development, and greenhouse farming from a single energy source.
Moreover, Iceland is a leader in carbon mineralisation. The Carbfix project, operating at the Hellisheiði power plant, captures CO₂, dissolves it in water, and injects it into basalt formations, where it mineralises into rock within two years. This process has global implications for climate mitigation and is now being scaled to receive carbon emissions from across Europe.
Education and the Energy Transition
A key theme of the PESS2025 presentation was the role of education in the energy transition. In Iceland, the renewable energy sector serves as an experiential classroom. Through outdoor learning, interdisciplinary curricula, and field-based science, students and educators explore renewable energy not simply as content, but as context.
Initiatives led by institutions like GeoCamp Iceland and the Reykjanes UNESCO Global Geopark exemplify this approach. Students participate in hands-on data collection, geothermal mapping, and sensor-based monitoring in active geothermal areas. These activities foster systems thinking and empower young people to view themselves as part of the energy landscape — not just as observers, but as contributors.
In an example from Hvolsskóli Primary School in South of Iceland, students document climate change through glacial retreat, biodiversity shifts, and geothermal fieldwork, drawing direct connections between scientific observation and global sustainability goals. Regional development projects such as GeoLab and Green STEAM further integrate place-based learning with tools for data collection, analysis, and public engagement, making climate and energy education accessible across socioeconomic and geographic boundaries.
Iceland’s geothermal journey spans centuries, from traditional use of hot springs for bathing and washing to modern district heating systems and advanced geothermal power plants. Today, geothermal energy accounts for approximately two-thirds of Iceland’s total primary energy use, with 90% of households heated by geothermal systems. The transition was gradual but deliberate, driven by public investment, scientific research, and coordinated policy.
Beyond infrastructure, geothermal energy in Iceland is deeply embedded in cultural and social life. Historical sources, including the Icelandic sagas, record geothermal bathing as a healing and communal practice. This historical continuity reflects a broader principle: geothermal energy in Iceland is not only a technical solution but a culturally rooted and community-valued resource.
Innovation and Circular Energy Systems
Technological innovation remains central to Iceland’s geothermal narrative. The Iceland Deep Drilling Project (IDDP) explores supercritical geothermal resources at depths over 4.500 metres, aiming to produce up to ten times more energy per well than conventional methods. The Reykjanes Resource Park exemplifies cascading use of geothermal energy, supporting algae production, aquaculture, spa development, and greenhouse farming from a single energy source.
Moreover, Iceland is a leader in carbon mineralisation. The Carbfix project, operating at the Hellisheiði power plant, captures CO₂, dissolves it in water, and injects it into basalt formations, where it mineralises into rock within two years. This process has global implications for climate mitigation and is now being scaled to receive carbon emissions from across Europe.
Education and the Energy Transition
A key theme of the PESS2025 presentation was the role of education in the energy transition. In Iceland, the renewable energy sector serves as an experiential classroom. Through outdoor learning, interdisciplinary curricula, and field-based science, students and educators explore renewable energy not simply as content, but as context.
Initiatives led by institutions like GeoCamp Iceland and the Reykjanes UNESCO Global Geopark exemplify this approach. Students participate in hands-on data collection, geothermal mapping, and sensor-based monitoring in active geothermal areas. These activities foster systems thinking and empower young people to view themselves as part of the energy landscape — not just as observers, but as contributors.
In an example from Hvolsskóli Primary School in South of Iceland, students document climate change through glacial retreat, biodiversity shifts, and geothermal fieldwork, drawing direct connections between scientific observation and global sustainability goals. Regional development projects such as GeoLab and Green STEAM further integrate place-based learning with tools for data collection, analysis, and public engagement, making climate and energy education accessible across socioeconomic and geographic boundaries.
International Cooperation and EEA Partnerships
The presentation also highlighted Iceland’s role in international cooperation, particularly through EEA and Norway Grants. Since 2021, Icelandic partners have supported geothermal and STEM education projects in Croatia, including the Izvori Lipika geothermal initiative. This project involved the development of technical documentation for a district heating system, along with bilateral exchanges between Icelandic and Croatian experts.
Educational collaborations between Iceland and Croatian schools have also flourished. EEA-funded projects in Sibinj, Đakovo, Lipovljani, and Budinščina demonstrate how hands-on science education can be tailored to local environments while drawing on Icelandic methods. Teacher mobilities, curriculum development, and environmental monitoring have become vehicles for mutual learning and long-term capacity building.
These initiatives represent more than knowledge transfer; they are platforms for co-creation. Icelandic experience is not exported as a fixed model but adapted to regional contexts, enabling innovation that is both rooted and scalable.
Geoparks as Learning Environments
The Reykjanes UNESCO Global Geopark provides a powerful example of how geological landscapes can serve as platforms for education, research, and resilience. Located on the tectonic boundary between North America and Eurasia, Reykjanes is a dynamic region shaped by volcanic activity, geothermal resources, and coastal change.
As an open-air classroom, the Geopark integrates geoscience, energy production, and cultural heritage. Students and educators engage with live phenomena — including recent eruptions at Fagradalsfjall — and learn about risk, adaptation, and sustainability in real time. The Geopark’s educational mission is strengthened through its collaboration with local schools, energy companies, and municipalities, forming a regional ecosystem of learning.
Regional educational and development projects furthermore align with both global frameworks (e.g. SDGs, UNESCO ASPnet) and local development priorities. These initiatives demonstrate how education can be used to ground climate literacy in lived experience.
The presentation also highlighted Iceland’s role in international cooperation, particularly through EEA and Norway Grants. Since 2021, Icelandic partners have supported geothermal and STEM education projects in Croatia, including the Izvori Lipika geothermal initiative. This project involved the development of technical documentation for a district heating system, along with bilateral exchanges between Icelandic and Croatian experts.
Educational collaborations between Iceland and Croatian schools have also flourished. EEA-funded projects in Sibinj, Đakovo, Lipovljani, and Budinščina demonstrate how hands-on science education can be tailored to local environments while drawing on Icelandic methods. Teacher mobilities, curriculum development, and environmental monitoring have become vehicles for mutual learning and long-term capacity building.
These initiatives represent more than knowledge transfer; they are platforms for co-creation. Icelandic experience is not exported as a fixed model but adapted to regional contexts, enabling innovation that is both rooted and scalable.
Geoparks as Learning Environments
The Reykjanes UNESCO Global Geopark provides a powerful example of how geological landscapes can serve as platforms for education, research, and resilience. Located on the tectonic boundary between North America and Eurasia, Reykjanes is a dynamic region shaped by volcanic activity, geothermal resources, and coastal change.
As an open-air classroom, the Geopark integrates geoscience, energy production, and cultural heritage. Students and educators engage with live phenomena — including recent eruptions at Fagradalsfjall — and learn about risk, adaptation, and sustainability in real time. The Geopark’s educational mission is strengthened through its collaboration with local schools, energy companies, and municipalities, forming a regional ecosystem of learning.
Regional educational and development projects furthermore align with both global frameworks (e.g. SDGs, UNESCO ASPnet) and local development priorities. These initiatives demonstrate how education can be used to ground climate literacy in lived experience.
Regional Innovation through Place-Based Education
As part of its development strategy, GeoCamp Iceland is building a regional ecosystem of place-based learning, youth engagement, and professional development rooted in the dynamic landscape of Reykjanes. Key initiatives include the UNESCO School Network, which unites all schools on the peninsula under the ASPnet framework to explore sustainability, citizenship, and global learning through local heritage and science.
The Ripples of Knowledge project supports outdoor education by creating digital infrastructure and mobile teaching tools for schools near volcanic zones, ensuring both safety and continuity in learning. STEAM Reykjanes proposes the establishment of regional education and innovation centres that link local schools with the energy sector and research institutions, preparing youth for the green transition.
These efforts are complemented by Green STEAM, a newly approved transnational Erasmus+ project involving partners across Europe. The project equips teachers to lead field-based science education focused on environmental sensors, student-led research, and the creation of open-source learning materials—bringing climate literacy and systems thinking into the heart of everyday education.
As part of its development strategy, GeoCamp Iceland is building a regional ecosystem of place-based learning, youth engagement, and professional development rooted in the dynamic landscape of Reykjanes. Key initiatives include the UNESCO School Network, which unites all schools on the peninsula under the ASPnet framework to explore sustainability, citizenship, and global learning through local heritage and science.
The Ripples of Knowledge project supports outdoor education by creating digital infrastructure and mobile teaching tools for schools near volcanic zones, ensuring both safety and continuity in learning. STEAM Reykjanes proposes the establishment of regional education and innovation centres that link local schools with the energy sector and research institutions, preparing youth for the green transition.
These efforts are complemented by Green STEAM, a newly approved transnational Erasmus+ project involving partners across Europe. The project equips teachers to lead field-based science education focused on environmental sensors, student-led research, and the creation of open-source learning materials—bringing climate literacy and systems thinking into the heart of everyday education.
Conclusion: A Curriculum of Transition
The Icelandic experience suggests that energy transitions require more than infrastructure — they require education, cooperation, and cultural engagement. As demonstrated at PESS2025, geothermal energy in Iceland is not only a source of power but a catalyst for curriculum development, youth empowerment, and international collaboration.
What emerges is a vision of education as a driver of change — not simply delivering knowledge about sustainability, but enabling communities to live it. In this model, the energy beneath our feet becomes a shared resource for learning, innovation, and resilience. Classrooms extend into lava fields and wetlands; students become observers of glacial retreat and volcanic renewal; and teachers are equipped not only to inform, but to inspire.
Whether through regional development projects in Reykjanes or cross-border partnerships in Croatia and beyond, the emphasis remains clear: sustainability is not a subject—it is a practice. And at the heart of that practice lies a simple truth: Understanding the Earth we stand on is a prerequisite for changing the Earth we live on.
When learning is grounded in place, powered by cooperation, and shared across generations, it becomes one of the most powerful forces for shaping a just and regenerative future.
The Icelandic experience suggests that energy transitions require more than infrastructure — they require education, cooperation, and cultural engagement. As demonstrated at PESS2025, geothermal energy in Iceland is not only a source of power but a catalyst for curriculum development, youth empowerment, and international collaboration.
What emerges is a vision of education as a driver of change — not simply delivering knowledge about sustainability, but enabling communities to live it. In this model, the energy beneath our feet becomes a shared resource for learning, innovation, and resilience. Classrooms extend into lava fields and wetlands; students become observers of glacial retreat and volcanic renewal; and teachers are equipped not only to inform, but to inspire.
Whether through regional development projects in Reykjanes or cross-border partnerships in Croatia and beyond, the emphasis remains clear: sustainability is not a subject—it is a practice. And at the heart of that practice lies a simple truth: Understanding the Earth we stand on is a prerequisite for changing the Earth we live on.
When learning is grounded in place, powered by cooperation, and shared across generations, it becomes one of the most powerful forces for shaping a just and regenerative future.
Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland
with lecturers and students at PESS2025 in Dubrovnik, 16 June 2025
with lecturers and students at PESS2025 in Dubrovnik, 16 June 2025
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The development project Gárur on the Reykjanes Peninsula – Using the Local Environment for Outdoor Learning has been awarded a 4.7 million ISK grant from the Icelandic Innovation Fund for Schools (Sprotasjóður). The project is led by Reykjanes UNESCO Global Geopark on behalf of a broad partnership that includes all elementary schools and school offices in the region, the Suðurnes Research Centre, and GeoCamp Iceland.
GeoCamp Iceland is proud to be among the applicants for this project, which builds directly on earlier initiatives mapping outdoor education opportunities across the peninsula—an effort highlighted in our recent article, The Ripples Are Growing link.
The goal of the project is to strengthen creative outdoor teaching and help students build a deeper connection to their environment and community. Throughout the project, key learning sites near local schools will be identified and documented for their educational value in natural sciences, history, and culture. These will form the foundation of a digital database that includes GPS locations, site descriptions, lesson plans, and teaching resources—freely accessible to students, teachers, and the public.
GeoCamp Iceland’s own Brynja Stefánsdóttir, science educator at Stapaskóli and project manager with GeoCamp, will play a central role in developing the educational materials. She will ensure the content aligns with Iceland’s national curriculum and supports the integration of sustainability, science literacy, and outdoor learning at multiple school levels.
The project is an important milestone in transforming Reykjanes UNESCO Global Geopark into a living classroom. It represents a meaningful bridge between science, education, and community, while providing schools with the tools and training needed to bring learning outside the classroom—into lava fields, coastal paths, and cultural landscapes.
The grant was formally awarded at a ceremony at the Ministry of Education and Children on 11 June, with Minister Guðmundur Ingi Kristinsson and Bragi Þór Svavarsson, Chair of the Fund’s Board, presenting the award. Accepting the grant on behalf of the Geopark were Þuríður H. Aradóttir Braun and Brynja Stefánsdóttir.
GeoCamp Iceland is proud to be among the applicants for this project, which builds directly on earlier initiatives mapping outdoor education opportunities across the peninsula—an effort highlighted in our recent article, The Ripples Are Growing link.
The goal of the project is to strengthen creative outdoor teaching and help students build a deeper connection to their environment and community. Throughout the project, key learning sites near local schools will be identified and documented for their educational value in natural sciences, history, and culture. These will form the foundation of a digital database that includes GPS locations, site descriptions, lesson plans, and teaching resources—freely accessible to students, teachers, and the public.
GeoCamp Iceland’s own Brynja Stefánsdóttir, science educator at Stapaskóli and project manager with GeoCamp, will play a central role in developing the educational materials. She will ensure the content aligns with Iceland’s national curriculum and supports the integration of sustainability, science literacy, and outdoor learning at multiple school levels.
The project is an important milestone in transforming Reykjanes UNESCO Global Geopark into a living classroom. It represents a meaningful bridge between science, education, and community, while providing schools with the tools and training needed to bring learning outside the classroom—into lava fields, coastal paths, and cultural landscapes.
The grant was formally awarded at a ceremony at the Ministry of Education and Children on 11 June, with Minister Guðmundur Ingi Kristinsson and Bragi Þór Svavarsson, Chair of the Fund’s Board, presenting the award. Accepting the grant on behalf of the Geopark were Þuríður H. Aradóttir Braun and Brynja Stefánsdóttir.
Gárur á Reykjanesinu: Nýtt þróunarverkefni fyrir útikennslu hlýtur styrk úr Sprotasjóði
Þróunarverkefnið „Gárur á Reykjanesinu – Nærumhverfi til útikennslu“ hefur hlotið 4,7 milljóna króna styrk úr Sprotasjóði. Reykjanes jarðvangur leiðir verkefnið fyrir hönd samstarfshóps sem samanstendur af öllum grunnskólum og skólaskrifstofum sveitarfélaga á Reykjanesi, ásamt Þekkingarsetri Suðurnesja og GeoCamp Iceland.
Markmið verkefnisins er að efla skapandi útikennslu og styrkja tengsl nemenda við náttúru og samfélag. Kortlagðir verða fjölbreyttir staðir í nágrenni grunnskóla sem nýtast til kennslu í náttúruvísindum, sögu og menningu. Útkoman verður stafrænn gagnabanki með GPS-hnitum, lýsingum, verkefnum og kennsluleiðbeiningum sem nýtast nemendum, kennurum og almenningi til útikennslu og fræðslu innan jarðvangsins.
Verkefnið er mikilvægur liður í að þróa Reykjanes jarðvang sem lifandi lærdómsumhverfi, en jarðvangurinn mun leiða kortlagningu staða til vettvangsnáms, veita fræðilega ráðgjöf og tryggja aðgengi að afurðum verkefnisins fyrir skóla og gesti á svæðinu. Með þessu er byggð brú milli jarðminja, fræðslu og samfélagsþátttöku.
Guðmundur Ingi Kristinsson, mennta- og barnamálaráðherra og Bragi Þór Svavarsson, formaður stjórnar sjóðsins, afhentu styrkina við hátíðlega athöfn í mennta- og barnamálaráðuneytinu 11. júní síðastliðinn. Við styrknum tóku Þuríður H. Aradóttir Braun og Brynja Stefánsdóttir, kennari í Stapaskóla, við styrknum fyrir hönd jarðvangsins, en Brynja mun leiða þróun kennsluefnis í verkefninu og tryggja tengingu við aðalnámskrá og hæfniviðmið grunnskóla.
Nánari upplýsingar um úthlutunina má nálgast á vef ráðuneytisins.
Markmið verkefnisins er að efla skapandi útikennslu og styrkja tengsl nemenda við náttúru og samfélag. Kortlagðir verða fjölbreyttir staðir í nágrenni grunnskóla sem nýtast til kennslu í náttúruvísindum, sögu og menningu. Útkoman verður stafrænn gagnabanki með GPS-hnitum, lýsingum, verkefnum og kennsluleiðbeiningum sem nýtast nemendum, kennurum og almenningi til útikennslu og fræðslu innan jarðvangsins.
Verkefnið er mikilvægur liður í að þróa Reykjanes jarðvang sem lifandi lærdómsumhverfi, en jarðvangurinn mun leiða kortlagningu staða til vettvangsnáms, veita fræðilega ráðgjöf og tryggja aðgengi að afurðum verkefnisins fyrir skóla og gesti á svæðinu. Með þessu er byggð brú milli jarðminja, fræðslu og samfélagsþátttöku.
Guðmundur Ingi Kristinsson, mennta- og barnamálaráðherra og Bragi Þór Svavarsson, formaður stjórnar sjóðsins, afhentu styrkina við hátíðlega athöfn í mennta- og barnamálaráðuneytinu 11. júní síðastliðinn. Við styrknum tóku Þuríður H. Aradóttir Braun og Brynja Stefánsdóttir, kennari í Stapaskóla, við styrknum fyrir hönd jarðvangsins, en Brynja mun leiða þróun kennsluefnis í verkefninu og tryggja tengingu við aðalnámskrá og hæfniviðmið grunnskóla.
Nánari upplýsingar um úthlutunina má nálgast á vef ráðuneytisins.
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Across the Reykjanes Peninsula, a new initiative is taking shape—one that brings together educators, scientists, municipalities and students to explore the full potential of the landscapes that surround their schools. Under the name Gárur (Icelandic for “ripples”), a series of interconnected projects is now actively supporting the development of outdoor education through local mapping, curriculum development, and cross-border collaboration.
From Local Mapping to Regional Impact
The central aim of Gárur is simple but powerful: to understand what outdoor education looks like in each school’s local context, and to create practical tools that make it easier for teachers to use the outdoors in their daily teaching. By documenting accessible sites and co-developing lesson ideas with teachers, the project is building a shared foundation for place-based education rooted in the unique environment of Suðurnes.
With funding from four different sources, The Icelandic innovation fund for schools (Sprotasjóður), Nordplus Junior, the Curriculum Development Fund (Þróunarsjóður námsgagna), and the Suðurnes Development Fund, the Gárur initiative is working with all primary schools on the Reykjanes Peninsula to identify and map opportunities for field-based learning in their immediate surroundings. This region-wide approach is helping schools transform nearby beaches, lava fields, wetlands and urban spaces into natural extensions of the classroom.
The Future of Outdoor Learning
At its heart, Gárur is a project about making the most of what’s already around us: the nature at the edge of the playground, the trails behind the school, the coastline down the road. It is about giving educators the tools and confidence to use these spaces as part of everyday teaching—and giving students the chance to learn through curiosity, movement, and meaningful contact with their environment.
By focusing on local resources, community collaboration, and real-world science, Gárur is helping create a sustainable model for outdoor education that can serve as inspiration across Iceland and beyond.
What begins as a ripple may well become a wave.
From Local Mapping to Regional Impact
The central aim of Gárur is simple but powerful: to understand what outdoor education looks like in each school’s local context, and to create practical tools that make it easier for teachers to use the outdoors in their daily teaching. By documenting accessible sites and co-developing lesson ideas with teachers, the project is building a shared foundation for place-based education rooted in the unique environment of Suðurnes.
With funding from four different sources, The Icelandic innovation fund for schools (Sprotasjóður), Nordplus Junior, the Curriculum Development Fund (Þróunarsjóður námsgagna), and the Suðurnes Development Fund, the Gárur initiative is working with all primary schools on the Reykjanes Peninsula to identify and map opportunities for field-based learning in their immediate surroundings. This region-wide approach is helping schools transform nearby beaches, lava fields, wetlands and urban spaces into natural extensions of the classroom.
The Future of Outdoor Learning
At its heart, Gárur is a project about making the most of what’s already around us: the nature at the edge of the playground, the trails behind the school, the coastline down the road. It is about giving educators the tools and confidence to use these spaces as part of everyday teaching—and giving students the chance to learn through curiosity, movement, and meaningful contact with their environment.
By focusing on local resources, community collaboration, and real-world science, Gárur is helping create a sustainable model for outdoor education that can serve as inspiration across Iceland and beyond.
What begins as a ripple may well become a wave.
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Rannsóknarmiðstöð Íslands (Rannís) hefur úthlutað styrkjum úr Þróunarsjóði námsgagna fyrir árið 2025. Meðal verkefna sem hlutu styrk er nýtt þróunarverkefni á vegum GeoCamp Iceland, þar sem Brynja Stefánsdóttir, kennari við Stapaskóla og verkefnastjóri hjá GeoCamp Iceland, leiðir þróun námsefnis fyrir útikennslu í náttúruvísindum. Verkefnið ber heitið Gárur – Þróun útikennslu og námsgagna í nærumhverfi skóla.
Markmið verkefnisins er að þróa hagnýtt námsefni sem styður við kennslu í náttúruvísindum, samfélagsgreinum og STEAM greinum í grunnskólum. Sérstök áhersla verður lögð á útikennslu, vettvangsnám og rannsóknir í nærumhverfi skóla á Reykjanesinu, þar sem nemendur koma meðal annars að gagnasöfnun, mælingum og skapandi lausnum í náttúrunni. Verkefnið byggir á UNESCO samstarfi grunnskóla á Reykjanesi og er unnið í nánu sambandi við Reykjanes jarðvang, þar sem nú þegar er unnið er að kortlagningu svæða á Reykjanesinu sem henta til útikennslu og vettvangsferða.
Með verkefninu er stigið mikilvægt skref til að efla útikennslu og vettvangsnám í grunnskólum á Reykjanesinu, ásamt því að þróa nýjar leiðir til að kenna krefjandi viðfangsefni í nærumhverfi skóla.
Nánari upplýsingar um úthlutun Rannís má finna hér.
Markmið verkefnisins er að þróa hagnýtt námsefni sem styður við kennslu í náttúruvísindum, samfélagsgreinum og STEAM greinum í grunnskólum. Sérstök áhersla verður lögð á útikennslu, vettvangsnám og rannsóknir í nærumhverfi skóla á Reykjanesinu, þar sem nemendur koma meðal annars að gagnasöfnun, mælingum og skapandi lausnum í náttúrunni. Verkefnið byggir á UNESCO samstarfi grunnskóla á Reykjanesi og er unnið í nánu sambandi við Reykjanes jarðvang, þar sem nú þegar er unnið er að kortlagningu svæða á Reykjanesinu sem henta til útikennslu og vettvangsferða.
Með verkefninu er stigið mikilvægt skref til að efla útikennslu og vettvangsnám í grunnskólum á Reykjanesinu, ásamt því að þróa nýjar leiðir til að kenna krefjandi viðfangsefni í nærumhverfi skóla.
Nánari upplýsingar um úthlutun Rannís má finna hér.
New Outdoor Learning Materials Developed with Support from Icelandic Textbook Development Fund
GeoCamp Iceland has received a grant from the Educational Materials Developement Fund (Þróunarsjóður námsgagna) for the project Gárur – Outdoor Learning and Educational Materials in the Local Environment. The project is led by Brynja Stefánsdóttir, teacher at Stapaskóli Primary School and project manager at GeoCamp Iceland.
The aim is to create teaching materials for outdoor and field-based learning in science, geography and STEAM subjects for Icelandic schools. The materials will support teachers in integrating nature-based research, data collection and sustainability topics directly into the students’ local environment. The project builds on the ongoing collaboration with the UNESCO Associated Schools on the Reykjanes Peninsula.
The role of the Foundation is to promote the innovation, development, preparation and publication of educational materials for pre-, primary and secondary schools with the aim of ensuring the availability and diversity of materials according to the needs of students and schools. The grant will primarily support the development and piloting of the materials in cooperation with local teachers and schools, with GeoCamp Iceland leading the overall project coordination.
The aim is to create teaching materials for outdoor and field-based learning in science, geography and STEAM subjects for Icelandic schools. The materials will support teachers in integrating nature-based research, data collection and sustainability topics directly into the students’ local environment. The project builds on the ongoing collaboration with the UNESCO Associated Schools on the Reykjanes Peninsula.
The role of the Foundation is to promote the innovation, development, preparation and publication of educational materials for pre-, primary and secondary schools with the aim of ensuring the availability and diversity of materials according to the needs of students and schools. The grant will primarily support the development and piloting of the materials in cooperation with local teachers and schools, with GeoCamp Iceland leading the overall project coordination.
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Over the past year, GeoCamp Iceland has been proud to take part in the Erasmus+ project Geoschools: Innovative Teaching of Climate Change in Schools. The project brought together educators and students from Poland, Romania, Turkey, and Iceland in a shared mission: to strengthen climate education through geoscience and bring learning to life in geoparks and the natural world around us.
The Geoschools project was developed in response to a growing need among teachers for practical, field-based tools to teach about climate change and sustainability. With the Earth facing complex environmental challenges, the project aimed to equip young people with green skills and critical thinking, rooted in an understanding of geology, biodiversity, and place.
Through a series of four international mobilities and ongoing collaboration, we co-developed teaching materials, created a multilingual booklet of geo-activities and lesson plans, and designed a board game that makes learning about climate change and the Earth’s systems both fun and engaging. These resources are now freely available on the project website.
For GeoCamp Iceland, the project aligned perfectly with our mission of using Iceland’s dynamic landscapes as nature’s ultimate classroom. During the project we had the pleasure to host our partners in Reykjanes UNESCO Global Geopark, offering a powerful environment to explore geothermal energy, plate tectonics, volcanic activity, and the visible impacts of climate change.
Beyond the resources, Geoschools built a vibrant network of schools and educators committed to long-term change. We launched GeoEducation Clubs, developed local geoeducation policies, and hosted teacher training sessions and webinars to continue the work beyond the project’s end.
We invite educators, students, and anyone passionate about the environment to explore the Geoschools outputs and bring these tools into your own classrooms and communities.
Visit www.geoschools.eu/outputs to explore and download the materials.
This project was co-funded by the Erasmus+ programme of the European Union and led by Szkola Podstawowa in Barciany, Poland, with key contributions from partners in Romania, Turkey, and Iceland.
The Geoschools project was developed in response to a growing need among teachers for practical, field-based tools to teach about climate change and sustainability. With the Earth facing complex environmental challenges, the project aimed to equip young people with green skills and critical thinking, rooted in an understanding of geology, biodiversity, and place.
Through a series of four international mobilities and ongoing collaboration, we co-developed teaching materials, created a multilingual booklet of geo-activities and lesson plans, and designed a board game that makes learning about climate change and the Earth’s systems both fun and engaging. These resources are now freely available on the project website.
For GeoCamp Iceland, the project aligned perfectly with our mission of using Iceland’s dynamic landscapes as nature’s ultimate classroom. During the project we had the pleasure to host our partners in Reykjanes UNESCO Global Geopark, offering a powerful environment to explore geothermal energy, plate tectonics, volcanic activity, and the visible impacts of climate change.
Beyond the resources, Geoschools built a vibrant network of schools and educators committed to long-term change. We launched GeoEducation Clubs, developed local geoeducation policies, and hosted teacher training sessions and webinars to continue the work beyond the project’s end.
We invite educators, students, and anyone passionate about the environment to explore the Geoschools outputs and bring these tools into your own classrooms and communities.
Visit www.geoschools.eu/outputs to explore and download the materials.
This project was co-funded by the Erasmus+ programme of the European Union and led by Szkola Podstawowa in Barciany, Poland, with key contributions from partners in Romania, Turkey, and Iceland.
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In May 2025, we had the pleasure of welcoming students and faculty from Northwood School back to Iceland as part of their LEAP program (Learn, Engage, Apply, Perform). This year’s visit marked the continuation of a collaboration that began in 2017, when Northwood first partnered with GeoCamp Iceland and chose Iceland as a destination for one of the inaugural LEAP courses. From that very first visit, built around themes of geothermal activity and sustainability, the partnership has evolved into one of our most enduring and valued educational exchanges.
Since then, Iceland has become a cornerstone of Northwood’s experiential learning offer, an immersive environment where students explore glaciers, volcanoes, lava fields, geothermal pools, geysers, and plate tectonics. The GeoCamp Iceland team has had the privilege of guiding students through our dynamic and inspiring landscape, providing hands-on experiences in geology, climate change, and renewable energy systems. For us, this has never been just a study tour. Rather a shared journey of inquiry, reflection, storytelling and personal connection.
The 2025 itinerary once again reflected the depth and diversity of Iceland’s natural classroom. Students engaged with the geology of the Reykjanes Peninsula, stood between two continents at Þingvellir National Park, witnessed glacial retreat at Sólheimajökull, and learned about Iceland’s bold energy future at the Hellisheiði geothermal power plant. Along the way, they explored culture and history in Reykjavík, relaxed in geothermal pools, and took time to reflect on their experiences together.
Each program is thoughtfully aligned with the LEAP framework, which encourages students to take ownership of their learning through real-world application and performance. We’ve consistently been impressed by the insight, curiosity, and respect Northwood students bring to the experience, and by the dedication of faculty leaders, who continue to foster a culture of global learning and engagement.
At GeoCamp Iceland, we believe deeply in the power of long-term partnerships. Our work with Northwood School is a model of what can happen when trust, shared values, and experiential education come together. We look forward to continuing this collaboration for years to come, and to welcoming future cohorts of Northwood students to learn, explore, apply, and perform in Iceland’s living landscape.
Since then, Iceland has become a cornerstone of Northwood’s experiential learning offer, an immersive environment where students explore glaciers, volcanoes, lava fields, geothermal pools, geysers, and plate tectonics. The GeoCamp Iceland team has had the privilege of guiding students through our dynamic and inspiring landscape, providing hands-on experiences in geology, climate change, and renewable energy systems. For us, this has never been just a study tour. Rather a shared journey of inquiry, reflection, storytelling and personal connection.
The 2025 itinerary once again reflected the depth and diversity of Iceland’s natural classroom. Students engaged with the geology of the Reykjanes Peninsula, stood between two continents at Þingvellir National Park, witnessed glacial retreat at Sólheimajökull, and learned about Iceland’s bold energy future at the Hellisheiði geothermal power plant. Along the way, they explored culture and history in Reykjavík, relaxed in geothermal pools, and took time to reflect on their experiences together.
Each program is thoughtfully aligned with the LEAP framework, which encourages students to take ownership of their learning through real-world application and performance. We’ve consistently been impressed by the insight, curiosity, and respect Northwood students bring to the experience, and by the dedication of faculty leaders, who continue to foster a culture of global learning and engagement.
At GeoCamp Iceland, we believe deeply in the power of long-term partnerships. Our work with Northwood School is a model of what can happen when trust, shared values, and experiential education come together. We look forward to continuing this collaboration for years to come, and to welcoming future cohorts of Northwood students to learn, explore, apply, and perform in Iceland’s living landscape.
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During a single afternoon and evening in May, students and faculty from Westmont University visited us for a shared dinner at our farmhouse Kollabær with Arnbjörn Ólafsson, Managing Director of GeoCamp Iceland. The visit formed part of Westmont’s summer study abroad course Food Systems and Food Writing, a program that traces connections between food, sustainability, and storytelling across Iceland, France, and Italy.
Iceland offered a distinct lens through which to examine how geography and energy shape a national food culture. From geothermal greenhouses and hot-spring baking to locally sourced lamb, fish, and dairy, the culinary landscape in Iceland reflects both environmental adaptation and deep-rooted traditions. During their time in the country, the group explored sites like Laugarvatn Fontana, where geothermal heat is used to bake rye bread in the earth, and Friðheimar, where tomatoes thrive year-round under glass, thanks to natural hot water and abundant light.
Dinner in Kollabær built on these themes with a locally prepared meal and conversation about Icelandic food culture, energy use, and historical connections to the land. The evening concluded with a short introduction to Njálssaga, one of the most significant works of medieval Icelandic literature. Set in the region surrounding Kollabær, the saga deals with honour, justice, kinship, and the tensions between law and revenge. It was a meaningful way to ground the day’s focus on food and place within the deeper narrative traditions of Iceland, where landscapes, lives, and stories have long been intertwined.
We thank Professors Anna Jordan and Cynthia Toms for including the visit to Kollabær in their itinerary. It was a pleasure to share an evening of food and conversation with both faculty and students. We look forward to continuing the dialogue and exploring future opportunities for collaboration.
Iceland offered a distinct lens through which to examine how geography and energy shape a national food culture. From geothermal greenhouses and hot-spring baking to locally sourced lamb, fish, and dairy, the culinary landscape in Iceland reflects both environmental adaptation and deep-rooted traditions. During their time in the country, the group explored sites like Laugarvatn Fontana, where geothermal heat is used to bake rye bread in the earth, and Friðheimar, where tomatoes thrive year-round under glass, thanks to natural hot water and abundant light.
Dinner in Kollabær built on these themes with a locally prepared meal and conversation about Icelandic food culture, energy use, and historical connections to the land. The evening concluded with a short introduction to Njálssaga, one of the most significant works of medieval Icelandic literature. Set in the region surrounding Kollabær, the saga deals with honour, justice, kinship, and the tensions between law and revenge. It was a meaningful way to ground the day’s focus on food and place within the deeper narrative traditions of Iceland, where landscapes, lives, and stories have long been intertwined.
We thank Professors Anna Jordan and Cynthia Toms for including the visit to Kollabær in their itinerary. It was a pleasure to share an evening of food and conversation with both faculty and students. We look forward to continuing the dialogue and exploring future opportunities for collaboration.
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In May 2025, we had the privilege of welcoming a dynamic group of students from Georgian Court University for a faculty-led program focused on Icelandic health, wellness, and recreation. Led by Dr. Sachiko Komagata and Coach Jasmina (Jazz) Perazic, the program offered an immersive experience in the landscapes and lifestyle practices that make Iceland one of the happiest countries in the world.
The focus of the course was to understand health through both scientific comparison and lived experience. Students examined Icelandic health and wellbeing systems while actively participating in nature-based practices, blending academic observation with personal reflection.
From the geothermal fields of Reykjanes to the healing waters of the Blue Lagoon, students encountered a country where recreation, wellbeing, and sustainability are deeply connected. Noteable moments include float therapy at Flothetta, offering a calm and supportive setting, exploring sensory relaxation as a form of healing, as well as the private sauna and ocean bathing session in Skarfaklettur with our guide Eiríkur, offering the group a firsthand introduction to Iceland’s cold-water traditions and resilience culture.
Physical activity played a central role throughout the week. Students walked along the black sand beaches of the South Coast, and visited some of the country’s most iconic natural sites, including Gullfoss and Þingvellir. These landscapes served not only as scenic highlights but also as living classrooms for mindfulness, movement, and ecological awareness.
The academic component, which included pre- and post-trip assignments, challenged students to think critically about health statistics, wellness infrastructure, and cultural practices. Visits to Univeristy of Iceland Faculty of Health Promotion, Sports and Leisure, as well as to St. Jó centre of Wellness in Hafnarfjörður illustrated how Icelanders approach quality of life from a social and community perspective.
At GeoCamp Iceland, we are always honoured to support programs that encourage learning beyond the classroom, through nature, curiosity, and meaningful engagement. Our thanks to Dr. Komagata, Coach Perazic, and all the students from Georgian Court University for joining us with open minds and full hearts. You were a wonderful group to host, and we look forward to welcoming you back.
The focus of the course was to understand health through both scientific comparison and lived experience. Students examined Icelandic health and wellbeing systems while actively participating in nature-based practices, blending academic observation with personal reflection.
From the geothermal fields of Reykjanes to the healing waters of the Blue Lagoon, students encountered a country where recreation, wellbeing, and sustainability are deeply connected. Noteable moments include float therapy at Flothetta, offering a calm and supportive setting, exploring sensory relaxation as a form of healing, as well as the private sauna and ocean bathing session in Skarfaklettur with our guide Eiríkur, offering the group a firsthand introduction to Iceland’s cold-water traditions and resilience culture.
Physical activity played a central role throughout the week. Students walked along the black sand beaches of the South Coast, and visited some of the country’s most iconic natural sites, including Gullfoss and Þingvellir. These landscapes served not only as scenic highlights but also as living classrooms for mindfulness, movement, and ecological awareness.
The academic component, which included pre- and post-trip assignments, challenged students to think critically about health statistics, wellness infrastructure, and cultural practices. Visits to Univeristy of Iceland Faculty of Health Promotion, Sports and Leisure, as well as to St. Jó centre of Wellness in Hafnarfjörður illustrated how Icelanders approach quality of life from a social and community perspective.
At GeoCamp Iceland, we are always honoured to support programs that encourage learning beyond the classroom, through nature, curiosity, and meaningful engagement. Our thanks to Dr. Komagata, Coach Perazic, and all the students from Georgian Court University for joining us with open minds and full hearts. You were a wonderful group to host, and we look forward to welcoming you back.
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On 12–13 May 2025, partners in the Erasmus+ policy experimentation project On the Move gathered in Athens for the official kick-off meeting. The two-day event, hosted by Action Synergy, marked the launch of a three-year effort to support the design and implementation of blended mobility in vocational education and training (VET). The project brings together partners from Denmark, Iceland, Italy, Spain, Bulgaria, Cyprus, and Greece.
GeoCamp Iceland leads the project’s dissemination and sustainability work and plays an active role in developing frameworks for mobility coordination and integration. GeoCamp’s involvement builds on extensive national experience in VET and mobility-based education, drawing on the background of Ólafur Jón Arnbjörnsson, director of GeoCamp Iceland. His longstanding work in vocational and adult education, ranging from heading the Comprehensive College of Sudurnes and founding the Icelandic College of Fisheries to supporting applied learning and international cooperation, adds valuable perspective to the project, especially in adapting blended mobility models to smaller VET systems.
During the kick-off meeting, partners explored the core components of the project, including:
For GeoCamp and the Reykjanes region, On the Move represents a timely opportunity to strengthen links between education and industry. The project aligns with regional goals to increase access to VET, promote international mobility, and develop training structures that respond to evolving labour market needs, particularly in sectors such as sustainable tourism, energy, fisheries, and environmental sciences.
Moreover, the project supports efforts already underway in Reykjanes to enhance outdoor learning, strengthen cooperation between schools and companies, and create pathways for youth engagement in local innovation and sustainability initiatives.
As the project moves forward, GeoCamp will lead communication and outreach efforts while also contributing to the national implementation pilot in Iceland, engaging VET institutions, municipalities, and local stakeholders.
We look forward to bringing you updates and information about the progress of On the Move in the future.
GeoCamp Iceland leads the project’s dissemination and sustainability work and plays an active role in developing frameworks for mobility coordination and integration. GeoCamp’s involvement builds on extensive national experience in VET and mobility-based education, drawing on the background of Ólafur Jón Arnbjörnsson, director of GeoCamp Iceland. His longstanding work in vocational and adult education, ranging from heading the Comprehensive College of Sudurnes and founding the Icelandic College of Fisheries to supporting applied learning and international cooperation, adds valuable perspective to the project, especially in adapting blended mobility models to smaller VET systems.
During the kick-off meeting, partners explored the core components of the project, including:
- The development of a qualifications framework for Mobility Coordination Offices
- Institutional strategies for hosting and sending apprentices abroad
- National pilot testing in each partner country
- Integration of digital tools for blended mobility
- Policy impact pathways through dialogue with decision-makers and VET authorities
For GeoCamp and the Reykjanes region, On the Move represents a timely opportunity to strengthen links between education and industry. The project aligns with regional goals to increase access to VET, promote international mobility, and develop training structures that respond to evolving labour market needs, particularly in sectors such as sustainable tourism, energy, fisheries, and environmental sciences.
Moreover, the project supports efforts already underway in Reykjanes to enhance outdoor learning, strengthen cooperation between schools and companies, and create pathways for youth engagement in local innovation and sustainability initiatives.
As the project moves forward, GeoCamp will lead communication and outreach efforts while also contributing to the national implementation pilot in Iceland, engaging VET institutions, municipalities, and local stakeholders.
We look forward to bringing you updates and information about the progress of On the Move in the future.
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On the 8th and 9th of May 2025, the Green Advisor partnership gathered in the vibrant city of Reus, Catalonia, for our final Transnational Project Meeting. Hosted by DomSpain at the inspiring Espai Boule, this final encounter brought together all project partners to consolidate results, review our outputs, and discuss the long-term legacy of the project.
Over two energising days, we reflected on our joint achievements and fine-tuned the final elements of the Green Advisor Toolkit—a unique set of open educational resources designed to support more environmentally responsible and digitally literate adult education practices across Europe. Key results showcased in Reus included:
Environmental Orientation Tool
A self-assessment framework for adult education organisations that helps identify gaps and set goals for greener, more sustainable operations. This tool offers practical recommendations and is tailored for easy adaptation across different institutional settings.
EU Project Carbon Footprint Calculator
A pioneering calculator that allows project teams to assess the environmental impact of EU-funded mobility and cooperation activities. From travel to digital infrastructure, this tool empowers coordinators to measure and reduce their projects’ carbon footprints.
Green Digital Orientation Map
An interactive and visually engaging roadmap guiding organisations through practical actions for sustainable and digital transition—aligned with EU Green Deal principles and the Digital Education Action Plan.
Podcast Series & Learning Resources
We’ve developed a set of podcasts, training videos, and downloadable guides demystifying concepts such as carbon budgeting, green procurement, and sustainable coordination. These resources are designed for self-paced learning and integration into adult education training.
Green Open Badge System
Participants who complete activities and training modules through the Green Advisor platform can earn digital badges recognising sustainability competences—providing a practical way to validate learning and encourage continued professional development.
Final Exploitation and Dissemination Strategy
During the meeting, we reviewed our outreach strategy and discussed opportunities for scaling our results. Partners agreed on key next steps, including stakeholder engagement, multilingual dissemination, and new potential projects under the Green Advisor banner.
The Green Advisor project has been led by a strong and diverse consortium of European organisations:
Each partner brought unique expertise, ranging from green project design and adult education to digital learning, civic engagement, and research. From the collaborative sessions to the cultural activities in Reus, the final meeting was a true celebration of European cooperation. It marked not just the end of a successful Erasmus+ project, but the beginning of new possibilities for sustainable education and greener project management across Europe.
All final results will soon be publicly available at www.greenadvisorproject.com. Stay connected and be part of the movement toward responsible, inclusive, and environmentally aware European initiatives.
This project has been funded with the support of the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project No: 2022-1-IS01-KA220-ADU-000085530
Over two energising days, we reflected on our joint achievements and fine-tuned the final elements of the Green Advisor Toolkit—a unique set of open educational resources designed to support more environmentally responsible and digitally literate adult education practices across Europe. Key results showcased in Reus included:
Environmental Orientation Tool
A self-assessment framework for adult education organisations that helps identify gaps and set goals for greener, more sustainable operations. This tool offers practical recommendations and is tailored for easy adaptation across different institutional settings.
EU Project Carbon Footprint Calculator
A pioneering calculator that allows project teams to assess the environmental impact of EU-funded mobility and cooperation activities. From travel to digital infrastructure, this tool empowers coordinators to measure and reduce their projects’ carbon footprints.
Green Digital Orientation Map
An interactive and visually engaging roadmap guiding organisations through practical actions for sustainable and digital transition—aligned with EU Green Deal principles and the Digital Education Action Plan.
Podcast Series & Learning Resources
We’ve developed a set of podcasts, training videos, and downloadable guides demystifying concepts such as carbon budgeting, green procurement, and sustainable coordination. These resources are designed for self-paced learning and integration into adult education training.
Green Open Badge System
Participants who complete activities and training modules through the Green Advisor platform can earn digital badges recognising sustainability competences—providing a practical way to validate learning and encourage continued professional development.
Final Exploitation and Dissemination Strategy
During the meeting, we reviewed our outreach strategy and discussed opportunities for scaling our results. Partners agreed on key next steps, including stakeholder engagement, multilingual dissemination, and new potential projects under the Green Advisor banner.
The Green Advisor project has been led by a strong and diverse consortium of European organisations:
- GeoCamp Iceland (Coordinator – Iceland)
- DomSpain (Spain)
- APS Polygonal (Italy)
- Olemisen Balanssia RY (Finland)
- Smartup N.B. Systematic Management (Italy)
- Gazi University (Türkiye)
Each partner brought unique expertise, ranging from green project design and adult education to digital learning, civic engagement, and research. From the collaborative sessions to the cultural activities in Reus, the final meeting was a true celebration of European cooperation. It marked not just the end of a successful Erasmus+ project, but the beginning of new possibilities for sustainable education and greener project management across Europe.
All final results will soon be publicly available at www.greenadvisorproject.com. Stay connected and be part of the movement toward responsible, inclusive, and environmentally aware European initiatives.
This project has been funded with the support of the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project No: 2022-1-IS01-KA220-ADU-000085530
