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The recent volcanic eruptions and tectonic movements on the Reykjanes Peninsula—particularly around the Sundhnúkur crater row near Grindavík—are part of a broader geological episode that geophysicists consider both expected and historically grounded. According to Professor Magnús Tumi Guðmundsson, a leading Icelandic geophysicist, this period of activity closely resembles the Krafla Fires of 1975–1984 in North Iceland, during which significant rifting and lava eruptions occurred intermittently over nearly a decade.
What we are witnessing in Reykjanes is a classic example of plate boundary behaviour in action: the North American and Eurasian tectonic plates are gradually pulling apart, creating cracks, fissures, and occasional volcanic eruptions as magma rises to the surface. In this case, horizontal extension—or rifting—has already resulted in nearly eight metres of movement in parts of the region over the past few years.
What we are witnessing in Reykjanes is a classic example of plate boundary behaviour in action: the North American and Eurasian tectonic plates are gradually pulling apart, creating cracks, fissures, and occasional volcanic eruptions as magma rises to the surface. In this case, horizontal extension—or rifting—has already resulted in nearly eight metres of movement in parts of the region over the past few years.
While the visible effects near Grindavík have understandably drawn attention due to their proximity to infrastructure, these geological events are not unexpected. Iceland’s location on the Mid-Atlantic Ridge means that such activity is part of a long-term and natural process. In fact, these events are considered by experts to be a “leak” of energy from a larger tectonic system—one that has remained mostly dormant for centuries. The last comparable cycle on this part of the Reykjanes Peninsula may have occurred over 800 years ago.
Importantly, this recent surge in activity is expected to taper off. As Professor Guðmundsson explains, the region may now enter a quiet phase lasting decades or even longer, with the most significant plate movements likely behind us for now.
For international students and educators, this makes Reykjanes UNESCO Global Geopark not only a safe destination but also a uniquely dynamic classroom. It offers an extraordinary opportunity to witness and study Earth systems in real time, from plate tectonics and geothermal energy to hazard mitigation and climate science. Iceland’s scientific community maintains continuous monitoring, and the infrastructure around Grindavík and the surrounding areas is managed with safety and preparedness in mind.
In short, the situation is not a crisis—it is Earth science in motion.
Importantly, this recent surge in activity is expected to taper off. As Professor Guðmundsson explains, the region may now enter a quiet phase lasting decades or even longer, with the most significant plate movements likely behind us for now.
For international students and educators, this makes Reykjanes UNESCO Global Geopark not only a safe destination but also a uniquely dynamic classroom. It offers an extraordinary opportunity to witness and study Earth systems in real time, from plate tectonics and geothermal energy to hazard mitigation and climate science. Iceland’s scientific community maintains continuous monitoring, and the infrastructure around Grindavík and the surrounding areas is managed with safety and preparedness in mind.
In short, the situation is not a crisis—it is Earth science in motion.
Hagafell fissure and Sundhnukur Crater Row seen from drone
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Field-based learning, found poetry, and life-changing moments with GeoCamp Iceland
In March 2025, a group of thirteen students from Edward Little High School in Auburn, Maine, set off on an unforgettable journey to Iceland with GeoCamp Iceland. Over six days, they hiked volcanic trails, stood beneath roaring waterfalls, listened to folklore, soaked in geothermal rivers—and found themselves deeply changed. Led by educators Erin Towns and Jennifer Braunfels Wardwell, and guided by Oli and the GeoCamp team, the students didn’t just witness the power of Iceland’s landscapes—they experienced transformation in every sense of the word.
The group was encouraged to reflect on their journey by responding to prompts about personal challenges, moments of beauty, or experiences outside of their comfort zones. What emerged was a tapestry of stories—brimming with vulnerability, insight, and connection.
“We climbed with the chance of rocks falling below us, but somehow everything seemed better than before… Friends at the beginning turned into family at the end.” — Jack, Junior
In March 2025, a group of thirteen students from Edward Little High School in Auburn, Maine, set off on an unforgettable journey to Iceland with GeoCamp Iceland. Over six days, they hiked volcanic trails, stood beneath roaring waterfalls, listened to folklore, soaked in geothermal rivers—and found themselves deeply changed. Led by educators Erin Towns and Jennifer Braunfels Wardwell, and guided by Oli and the GeoCamp team, the students didn’t just witness the power of Iceland’s landscapes—they experienced transformation in every sense of the word.
The group was encouraged to reflect on their journey by responding to prompts about personal challenges, moments of beauty, or experiences outside of their comfort zones. What emerged was a tapestry of stories—brimming with vulnerability, insight, and connection.
“We climbed with the chance of rocks falling below us, but somehow everything seemed better than before… Friends at the beginning turned into family at the end.” — Jack, Junior
For many, the physical challenge of the hikes mirrored internal growth. The steep paths of Reykjadalur became metaphors for resilience and trust—not only in one’s own strength, but in the group.
“How could I complete 45 more minutes of this hike when I could barely get through 15? Ms. Towns pulled us aside and said: ‘Take small steps, control your breath, and believe that you can do it.’ Those words stayed with me.” — Meghan, Senior
“Each step became a testament of my strength and resilience… With every challenge we overcame, we grew stronger and more confident.” — Rilee, Senior
“How could I complete 45 more minutes of this hike when I could barely get through 15? Ms. Towns pulled us aside and said: ‘Take small steps, control your breath, and believe that you can do it.’ Those words stayed with me.” — Meghan, Senior
“Each step became a testament of my strength and resilience… With every challenge we overcame, we grew stronger and more confident.” — Rilee, Senior
Even those who arrived with apprehension found belonging. The landscape, the shared meals, the bus rides, the laughter—all became anchors for connection.
“I wasn’t very familiar with anyone in the group. Now I feel like I can call them all my friends. We sang together in the car, danced, played with the locals … The places we went only strengthened our bonds.” — Romy, Sophomore
“I came to Iceland with a group I didn’t know super well… but this land built connections. When I return to school and wave at my new friends, I’ll be reminded of the unforgettable experience we shared.” — Nora, Senior
“I wasn’t very familiar with anyone in the group. Now I feel like I can call them all my friends. We sang together in the car, danced, played with the locals … The places we went only strengthened our bonds.” — Romy, Sophomore
“I came to Iceland with a group I didn’t know super well… but this land built connections. When I return to school and wave at my new friends, I’ll be reminded of the unforgettable experience we shared.” — Nora, Senior
For some students, the natural beauty of Iceland provided a space for healing. In wild places, they found stillness—and even peace.
“I find a hug in this wild nature. I feel my grief leave my body and settle in a new home.” — Brennan, Sophomore
“I find a hug in this wild nature. I feel my grief leave my body and settle in a new home.” — Brennan, Sophomore
Others described moments of insight sparked by landscape and legend. A talk about Viking values—curiosity, honour, and integrity—stayed with Colby throughout the trip and became a lens through which he saw not only Iceland but himself.
“Was I a Viking? In the sense of education and exploration, I think I was. The people I met and the values I practiced made me feel a part of something greater.” — Colby, Senior
“Was I a Viking? In the sense of education and exploration, I think I was. The people I met and the values I practiced made me feel a part of something greater.” — Colby, Senior
The reflections from teachers added further weight to the impact of the experience.
Erin Towns described giving her first lecture at the terminus of Sólheimajökull glacier, drawing from her own work in geophysics while dust blew across the outwash plain and laughter echoed from nearby students.
Jennifer Wardwell’s reflection was personal and profound: “This trip was a do-over of all the time we missed. I realized we are the good people—held together by the magic of this place.”
Erin Towns described giving her first lecture at the terminus of Sólheimajökull glacier, drawing from her own work in geophysics while dust blew across the outwash plain and laughter echoed from nearby students.
Jennifer Wardwell’s reflection was personal and profound: “This trip was a do-over of all the time we missed. I realized we are the good people—held together by the magic of this place.”
Seeing Iceland Through Their Eyes
Alongside their written reflections, students were also asked to choose their favourite photos and add captions describing what they learned. These visual journals are a window into their perspectives and discoveries:
Alongside their written reflections, students were also asked to choose their favourite photos and add captions describing what they learned. These visual journals are a window into their perspectives and discoveries:
At GeoCamp Iceland, we believe that real learning happens outside the classroom—where students can feel the wind on their face, taste glacial water, and discover what it means to belong to both a group and a global story. Thank you to Edward Little High School for trusting us with your students. You reminded us that education, when rooted in experience and empathy, truly has the power to change lives.
To mark their journey, the group created a found poem—a collaborative piece woven from individual lines contributed by each student. The result is a powerful echo of their shared experience:
I find a hug in this nature.
Grief leaves my body, finds a new home
where it looks and waits.
Each step a reminder-
a testament of strength and resilience.
I call them friends
all of the challenges we faced together.
How beautiful my life can be,
when I step out of my comfort zone.
The fog rolls away, showing us beautiful landscapes
showing us what we’re capable of.
We talk, we laugh, we take pictures-
one step after the other.
I ask for one piece of advice.
He tells me: follow your dreams
She says, take small steps,
control your breath,
have the mindset that you can do it
And will.
In the afternoon hours
we find the river.
The mist splashes our faces,
The sun hits the water just right
a deafening roar surrounds us.
Waterfalls, beaches, locals,
folklore, foods, prices.
So much to experience
So much to learn,
none of it to be trapped within the four frames of a picture.
Every struggle, every hardship fades away,
nothing else matters
No words in the English language
can do the feelings I felt,
that day spent in the South,
justice.
Taking the plunge,
knowing creatures from the world beyond
would be delighted.
This land build connections
Through all the little struggles,
I look to my friends
Each step becoming a testament of strength
and resilience.
We reach the bottom
new souls,
taking one day at a time.
Everything better than before.
We sung,
took photos together,
danced, played with the locals
Played together.
When I return to school
I’ll wave at my new friends
And in the hallways,
I will be reminded
We did it
All of us
together.
Vikings.
I find a hug in this nature.
Grief leaves my body, finds a new home
where it looks and waits.
Each step a reminder-
a testament of strength and resilience.
I call them friends
all of the challenges we faced together.
How beautiful my life can be,
when I step out of my comfort zone.
The fog rolls away, showing us beautiful landscapes
showing us what we’re capable of.
We talk, we laugh, we take pictures-
one step after the other.
I ask for one piece of advice.
He tells me: follow your dreams
She says, take small steps,
control your breath,
have the mindset that you can do it
And will.
In the afternoon hours
we find the river.
The mist splashes our faces,
The sun hits the water just right
a deafening roar surrounds us.
Waterfalls, beaches, locals,
folklore, foods, prices.
So much to experience
So much to learn,
none of it to be trapped within the four frames of a picture.
Every struggle, every hardship fades away,
nothing else matters
No words in the English language
can do the feelings I felt,
that day spent in the South,
justice.
Taking the plunge,
knowing creatures from the world beyond
would be delighted.
This land build connections
Through all the little struggles,
I look to my friends
Each step becoming a testament of strength
and resilience.
We reach the bottom
new souls,
taking one day at a time.
Everything better than before.
We sung,
took photos together,
danced, played with the locals
Played together.
When I return to school
I’ll wave at my new friends
And in the hallways,
I will be reminded
We did it
All of us
together.
Vikings.
Images: Erin Towns
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Outdoor Learning and Sustainability in Cappadocia
From 23–29 April 2025, the enchanting landscapes of Cappadocia, Türkiye, set the stage for the second Learning, Teaching, and Training Activity (LTTA) of the AURORA project--Advancing Understanding and Respect of Outdoor and Rural Areas. Hosted by Worldwise, this mobility gathered youth and group leaders from Ireland, Finland, Iceland, and Türkiye for a week of immersive outdoor education and intercultural exchange.
The programme unfolded across UNESCO World Heritage sites, ancient underground cities, and surreal rock formations, turning Cappadocia into an open-air classroom. Activities included hands-on outdoor workshops, sustainability sessions, and augmented reality (AR) storytelling, all designed to foster environmental awareness, digital competence, and peer collaboration.
Participants engaged with themes such as conservation, eco-friendly practices, and behavioural change. Highlights included exploring Derinkuyu Underground City, hiking through Ihlara Valley, and visiting Zelve Monastery and Monks Valley. These excursions were not only experiential but also contributed to the development of the AURORA AR platform, capturing footage that will be used to educate other young people across Europe.
Cultural evenings hosted by each partner country deepened intercultural understanding and solidarity, while reflection sessions and the certificate ceremony provided recognition of the personal and professional growth achieved during the mobility.
The LTTA in Turkey exemplified the spirit of the AURORA project—where outdoor learning meets digital innovation, empowering youth to connect with nature and each other in meaningful ways.
From 23–29 April 2025, the enchanting landscapes of Cappadocia, Türkiye, set the stage for the second Learning, Teaching, and Training Activity (LTTA) of the AURORA project--Advancing Understanding and Respect of Outdoor and Rural Areas. Hosted by Worldwise, this mobility gathered youth and group leaders from Ireland, Finland, Iceland, and Türkiye for a week of immersive outdoor education and intercultural exchange.
The programme unfolded across UNESCO World Heritage sites, ancient underground cities, and surreal rock formations, turning Cappadocia into an open-air classroom. Activities included hands-on outdoor workshops, sustainability sessions, and augmented reality (AR) storytelling, all designed to foster environmental awareness, digital competence, and peer collaboration.
Participants engaged with themes such as conservation, eco-friendly practices, and behavioural change. Highlights included exploring Derinkuyu Underground City, hiking through Ihlara Valley, and visiting Zelve Monastery and Monks Valley. These excursions were not only experiential but also contributed to the development of the AURORA AR platform, capturing footage that will be used to educate other young people across Europe.
Cultural evenings hosted by each partner country deepened intercultural understanding and solidarity, while reflection sessions and the certificate ceremony provided recognition of the personal and professional growth achieved during the mobility.
The LTTA in Turkey exemplified the spirit of the AURORA project—where outdoor learning meets digital innovation, empowering youth to connect with nature and each other in meaningful ways.
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This year we mark the 10th anniversary of our collaboration with the National Council for Geographic Education (NCGE) and we’re proud to celebrate a decade of transformational field-based learning at GeoCamp Iceland. Since 2015, over 150 geography educators from across the United States have taken part in this one-of-a-kind professional development experience, immersing themselves in Iceland’s dynamic landscapes, sustainability solutions, and rich geographic stories.
Our partnership with NCGE began serendipitously at the Icelandic Ambassador’s residence in Washington, DC—a meeting that led to a shared vision of Iceland as a natural classroom. From that moment, a deep collaboration grew, rooted in mutual respect, curiosity, and a shared belief in the power of place-based education.
Iceland offers a living laboratory where human and physical geography meet in dramatic fashion. Tectonic rift zones, glaciers, volcanoes, geothermal power, and renewable energy solutions are not just abstract concepts here—they are daily realities that shape lives and landscapes. At the same time, Iceland’s unique settlement history, language, and contemporary responses to globalisation provide rich material for exploring culture, sustainability, and resilience.
NCGE at GeoCamp Iceland isn’t just about geography—it’s about reigniting the passion to teach it. Through inquiry-based fieldwork, from walking lava fields to discussing geothermal innovations over a traditional Icelandic meal, educators return home inspired, equipped with tools, lessons, and experiences that bring geography to life for their students.
Here’s to ten years of walking the land, asking questions, and learning together. We look forward to the next decade of discovery.
Our partnership with NCGE began serendipitously at the Icelandic Ambassador’s residence in Washington, DC—a meeting that led to a shared vision of Iceland as a natural classroom. From that moment, a deep collaboration grew, rooted in mutual respect, curiosity, and a shared belief in the power of place-based education.
Iceland offers a living laboratory where human and physical geography meet in dramatic fashion. Tectonic rift zones, glaciers, volcanoes, geothermal power, and renewable energy solutions are not just abstract concepts here—they are daily realities that shape lives and landscapes. At the same time, Iceland’s unique settlement history, language, and contemporary responses to globalisation provide rich material for exploring culture, sustainability, and resilience.
NCGE at GeoCamp Iceland isn’t just about geography—it’s about reigniting the passion to teach it. Through inquiry-based fieldwork, from walking lava fields to discussing geothermal innovations over a traditional Icelandic meal, educators return home inspired, equipped with tools, lessons, and experiences that bring geography to life for their students.
Here’s to ten years of walking the land, asking questions, and learning together. We look forward to the next decade of discovery.
“GeoCamp Iceland has been a wonderful experience for everyone who’s been part of it. There just couldn’t be a better learning environment than this—because of your incredible family and your expertise in creating such a finely tuned, intentional learning space. Wishing you all the best as you head into the next decade of outdoor learning." — Bob Dulli, former Director of Expeditions, National Geographic
“Greetings to all the multidisciplinary colleagues who shared their enthusiasm for gaining new knowledge, skills, and perspectives while doing field studies with superb Icelandic educators. I’m grateful for everything I’ve learned and been able to apply over the past ten years. I still have a t-shirt that says: ‘Have an attitude of gratitude at every latitude.’ My Iceland experiences truly reinforced that gratitude!” — Robert “Bob” Morrill, Past President, National Council for Geographic Education (NCGE) and Professor Emeritus, Virginia Tech
“GeoCamp Iceland gave me the opportunity to immerse myself in a geologically rich environment and explore first-hand the processes that shape volcanic landscapes. The program not only supported my own research into cold environment landforms but connected me with educators and professionals across disciplines. From field visits to geothermal plants and glaciers, to conversations with civil protection agencies and scientists, the experience was both intellectually rigorous and deeply inspiring. It’s shaped how I teach about natural hazards, climate change, and sustainability in my classroom, and I fully intend to return for future research.” — Dr. Carol Sawyer, Associate Professor of Earth Sciences, University of South Alabama (Participant at NCGE GeoCamp Iceland)
“Greetings to all the multidisciplinary colleagues who shared their enthusiasm for gaining new knowledge, skills, and perspectives while doing field studies with superb Icelandic educators. I’m grateful for everything I’ve learned and been able to apply over the past ten years. I still have a t-shirt that says: ‘Have an attitude of gratitude at every latitude.’ My Iceland experiences truly reinforced that gratitude!” — Robert “Bob” Morrill, Past President, National Council for Geographic Education (NCGE) and Professor Emeritus, Virginia Tech
“GeoCamp Iceland gave me the opportunity to immerse myself in a geologically rich environment and explore first-hand the processes that shape volcanic landscapes. The program not only supported my own research into cold environment landforms but connected me with educators and professionals across disciplines. From field visits to geothermal plants and glaciers, to conversations with civil protection agencies and scientists, the experience was both intellectually rigorous and deeply inspiring. It’s shaped how I teach about natural hazards, climate change, and sustainability in my classroom, and I fully intend to return for future research.” — Dr. Carol Sawyer, Associate Professor of Earth Sciences, University of South Alabama (Participant at NCGE GeoCamp Iceland)
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We believe that the best education happens in the field — where learning is hands-on, teamwork is essential, and challenges become opportunities for growth. This April, we were proud to host an outstanding group of students and educators from Auburn for an immersive outdoor education programme that blended Earth sciences, sustainability, cultural studies, and global collaboration.
Throughout their visit, students explored Iceland’s surficial geologic history, glaciers, volcanoes, and the cultural ties linking Iceland with its neighbouring countries. They engaged in hands-on activities designed to build essential skills, including planning, navigation, meal preparation, and shared group responsibilities. The programme bridged disciplines across Earth and climate sciences, ornithology, global economics, history, cultural studies, visual arts, and science communication — offering a truly multidisciplinary learning experience.
Students also had the opportunity to explore the local beaches and historic lighthouses surrounding the Suðurnes Science and Learning Center, where the group was based. Later in the week, they worked alongside scientists at the centre, gaining real-world insights into ongoing environmental and climate research projects.
Beyond academics, the Auburn students demonstrated remarkable teamwork, resilience, and a strong sense of community. As one student put it, “GeoCamp Iceland became more than just a study programme — it felt like a home away from home.”
We are especially grateful to Erin Towns and Auburn’s educational leadership for their trust and collaboration in building this experience. Looking ahead, we are excited to continue strengthening our partnership. Future plans include creating opportunities for Auburn students to connect with Icelandic students and to deepen the collaboration with GeoCamp Iceland’s education team.
All photographs by Erin Towns
Throughout their visit, students explored Iceland’s surficial geologic history, glaciers, volcanoes, and the cultural ties linking Iceland with its neighbouring countries. They engaged in hands-on activities designed to build essential skills, including planning, navigation, meal preparation, and shared group responsibilities. The programme bridged disciplines across Earth and climate sciences, ornithology, global economics, history, cultural studies, visual arts, and science communication — offering a truly multidisciplinary learning experience.
Students also had the opportunity to explore the local beaches and historic lighthouses surrounding the Suðurnes Science and Learning Center, where the group was based. Later in the week, they worked alongside scientists at the centre, gaining real-world insights into ongoing environmental and climate research projects.
Beyond academics, the Auburn students demonstrated remarkable teamwork, resilience, and a strong sense of community. As one student put it, “GeoCamp Iceland became more than just a study programme — it felt like a home away from home.”
We are especially grateful to Erin Towns and Auburn’s educational leadership for their trust and collaboration in building this experience. Looking ahead, we are excited to continue strengthening our partnership. Future plans include creating opportunities for Auburn students to connect with Icelandic students and to deepen the collaboration with GeoCamp Iceland’s education team.
All photographs by Erin Towns
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We’re incredibly proud to celebrate the success of our good friends and partner school in Croatia, Elementary School Sibinjskih žrtava, whose Tesla’s Classroom project was recently recognised as one of the most successful initiatives in the country under the EEA Grants-funded “Local Development and Poverty Reduction” programme. At the national closing ceremony in Zadar, their project received second place in the public vote – a true testament to the passion and dedication of the students, teachers, partners, and the wider community.
As partners in the EEA Grants-funded STEM projects in Croatia, we at GeoCamp Iceland have followed their journey with admiration. Tesla’s Classroom is a shining example of what happens when curiosity, creativity, and sustainability come together. From a fully equipped modern STEM learning space to a rooftop solar power plant, a greenhouse, and an outdoor learning gazebo – this initiative offers students a hands-on, real-world education that encourages research, critical thinking, and environmental responsibility, in true Tesla spirit.
Congratulations to everyone involved in this inspiring project! We are honoured to be your partners and look forward to continuing our collaboration where science, technology, and nature build the future together.
You can read more about our project with Sibinj Elementary School here.
As partners in the EEA Grants-funded STEM projects in Croatia, we at GeoCamp Iceland have followed their journey with admiration. Tesla’s Classroom is a shining example of what happens when curiosity, creativity, and sustainability come together. From a fully equipped modern STEM learning space to a rooftop solar power plant, a greenhouse, and an outdoor learning gazebo – this initiative offers students a hands-on, real-world education that encourages research, critical thinking, and environmental responsibility, in true Tesla spirit.
Congratulations to everyone involved in this inspiring project! We are honoured to be your partners and look forward to continuing our collaboration where science, technology, and nature build the future together.
You can read more about our project with Sibinj Elementary School here.
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In March 2025, a small team from GeoCamp Iceland travelled to Odense, Denmark, to attend the Big Bang Conference – Denmark’s largest event focused on science education. Big Bang brings together educators from all levels who teach or work with science and STEAM subjects (Science, Technology, Engineering, Arts, and Mathematics).
This marks the second year in a row that GeoCamp Iceland has participated in the conference alongside teachers from the Reykjanes Peninsula – a tradition we hope will continue.
“Big Bang offers a wide variety of sessions and resources for STEAM educators. From workshops to talks, there’s something for every age group and subject focus. While it helps to speak Danish, I managed just fine using Google Translate, and most participants were happy to switch to English if needed. What stood out to me was how diverse educational materials are in Denmark, and how actively companies and institutions engage with schools. It was also inspiring to see the level of volunteer involvement in educational initiatives.”
Sara Ross Bjarnadóttir, Information and Technology teacher at Gerðaskóli, Suðurnesjabær
Over two vibrant days, teachers explored creative ways to bring science into the classroom and beyond – with many sessions highlighting the value of outdoor learning. The conference was also a fantastic opportunity to connect with colleagues, exchange ideas, and feel the strength of a wider educational community.
“For me, attending Big Bang wasn’t just about discovering new teaching methods. It was also about finding common ground with teachers from other schools – even other countries – who face similar challenges and share the same passion for teaching. It made me feel less alone and more inspired. I learned a lot, gathered new tools and ideas for both short and long-term projects, and gained fresh motivation. One highlight was the opening keynote by Carsten Rahbek on biodiversity. His talk was powerful yet hopeful – showing complex topics in a visual, engaging way. Even with the serious tone of climate urgency, it left us all more knowledgeable and inspired.”
Hildur Sigfúsdóttir, Science teacher at Heiðarskóli, Reykjanesbær
At GeoCamp Iceland, we believe that international collaboration and exposure to best practices strengthen both our teachers and students. Big Bang 2025 gave us new insights and renewed energy to continue developing exciting learning experiences rooted in nature, sustainability, and science.
This marks the second year in a row that GeoCamp Iceland has participated in the conference alongside teachers from the Reykjanes Peninsula – a tradition we hope will continue.
“Big Bang offers a wide variety of sessions and resources for STEAM educators. From workshops to talks, there’s something for every age group and subject focus. While it helps to speak Danish, I managed just fine using Google Translate, and most participants were happy to switch to English if needed. What stood out to me was how diverse educational materials are in Denmark, and how actively companies and institutions engage with schools. It was also inspiring to see the level of volunteer involvement in educational initiatives.”
Sara Ross Bjarnadóttir, Information and Technology teacher at Gerðaskóli, Suðurnesjabær
Over two vibrant days, teachers explored creative ways to bring science into the classroom and beyond – with many sessions highlighting the value of outdoor learning. The conference was also a fantastic opportunity to connect with colleagues, exchange ideas, and feel the strength of a wider educational community.
“For me, attending Big Bang wasn’t just about discovering new teaching methods. It was also about finding common ground with teachers from other schools – even other countries – who face similar challenges and share the same passion for teaching. It made me feel less alone and more inspired. I learned a lot, gathered new tools and ideas for both short and long-term projects, and gained fresh motivation. One highlight was the opening keynote by Carsten Rahbek on biodiversity. His talk was powerful yet hopeful – showing complex topics in a visual, engaging way. Even with the serious tone of climate urgency, it left us all more knowledgeable and inspired.”
Hildur Sigfúsdóttir, Science teacher at Heiðarskóli, Reykjanesbær
At GeoCamp Iceland, we believe that international collaboration and exposure to best practices strengthen both our teachers and students. Big Bang 2025 gave us new insights and renewed energy to continue developing exciting learning experiences rooted in nature, sustainability, and science.
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As interest in science education, sustainability, and hands-on learning continues to grow, the Reykjanes Peninsula played host to a national conference focused on strengthening the teaching of natural sciences in Icelandic schools. Held at Sandgerði Primary School on 28–29 March, the event brought together educators, researchers, and stakeholders from across the country. The initiative was led by the Reykjanes UNESCO Global Geopark, supported by a planning committee representing the University of Iceland, the University of Akureyri, the Icelandic associations of science and primary school teachers, the Suðurnes Science and Learning Centre, and GeoCamp Iceland.
The conference is part of a nationwide effort to strengthen natural sciences education, with similar events taking place in different regions every two years. This year marked the first time the conference was hosted on the Reykjanes Peninsula. More than 50 participants attended, including teachers from preschools, primary and secondary schools, representatives of academia, and others involved in the development of science education.
The program placed strong emphasis on highlighting local expertise, regional resources, and innovative pedagogical approaches, while also incorporating international perspectives through keynote addresses by Per Arild Konradsen, founder of First Scandinavia, and Professor Douglas Larkin of Montclair State University, both recognised for their contributions to science education and teacher development.
Alongside keynote presentations, the conference programme featured a series of workshops and presentations delivered by practising teachers, who shared pedagogical approaches and classroom-based initiatives. The University of Iceland’s School of Education contributed insights on recent changes to national curriculum standards, while additional sessions focused on the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) subjects and the creation of innovative teaching resources.
GeoCamp Iceland led the final component of the programme - a field excursion within the Reykjanes UNESCO Global Geopark. Guided by the Director of GeoCamp Iceland, Ólafur Jón Arnbjörnsson, the tour introduced participants to the area’s unique geological landscape, including geothermal activity and sites affected by recent volcanic eruptions and seismic events. The excursion concluded with site visits to Grindavík and Svartsengi, offering a direct view of the effects of recent natural hazards on local communities and infrastructure.
GeoCamp Iceland’s participation in the conference underscores our dedication to outdoor education, experiential learning, and the advancement of Earth science and sustainability within both national and international educational contexts. Through the facilitation of real-world learning environments and a focus on scientific literacy, GeoCamp aims to contribute to the development of STEAM education while promoting collaboration across educational levels and sectors.
The conference is part of a nationwide effort to strengthen natural sciences education, with similar events taking place in different regions every two years. This year marked the first time the conference was hosted on the Reykjanes Peninsula. More than 50 participants attended, including teachers from preschools, primary and secondary schools, representatives of academia, and others involved in the development of science education.
The program placed strong emphasis on highlighting local expertise, regional resources, and innovative pedagogical approaches, while also incorporating international perspectives through keynote addresses by Per Arild Konradsen, founder of First Scandinavia, and Professor Douglas Larkin of Montclair State University, both recognised for their contributions to science education and teacher development.
Alongside keynote presentations, the conference programme featured a series of workshops and presentations delivered by practising teachers, who shared pedagogical approaches and classroom-based initiatives. The University of Iceland’s School of Education contributed insights on recent changes to national curriculum standards, while additional sessions focused on the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) subjects and the creation of innovative teaching resources.
GeoCamp Iceland led the final component of the programme - a field excursion within the Reykjanes UNESCO Global Geopark. Guided by the Director of GeoCamp Iceland, Ólafur Jón Arnbjörnsson, the tour introduced participants to the area’s unique geological landscape, including geothermal activity and sites affected by recent volcanic eruptions and seismic events. The excursion concluded with site visits to Grindavík and Svartsengi, offering a direct view of the effects of recent natural hazards on local communities and infrastructure.
GeoCamp Iceland’s participation in the conference underscores our dedication to outdoor education, experiential learning, and the advancement of Earth science and sustainability within both national and international educational contexts. Through the facilitation of real-world learning environments and a focus on scientific literacy, GeoCamp aims to contribute to the development of STEAM education while promoting collaboration across educational levels and sectors.
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Tools and tips for EU Project Managers from the Green Advisor Project
At GeoCamp Iceland, we’ve been busy with the Green Advisor project — an Erasmus+ supported initiative focused on helping individuals and organisations build more sustainable habits, especially in education, travel, and project work. As the project nears completion, several exciting tools and learning resources are now available — and designed with the real needs of project managers, educators, and international mobility organisers in mind.
What is Green Advisor?
Green Advisor is a European collaboration focused on greening project management. The goal is to support organisations in reducing their environmental impact by providing free, practical tools and training modules that make it easier to make greener decisions — whether you’re planning an Erasmus+ project, running a mobility programme, or coordinating an international partnership.
Try the Self-Assessment Tool
Want to find out how green your habits really are? The Green Advisor self-assessment tool is now live in beta! It only takes a few minutes and provides instant insights into your personal or professional sustainability practices. Start your assessment here
Explore the Sustainable Travel Module
For anyone working in international cooperation or planning educational travel, the Sustainable Travel module offers concrete ideas on how to reduce your carbon footprint, plan better, and make more responsible choices when travelling. Access the training module
Coming Soon: Carbon Footprint Calculator
One of the most exciting tools from the project is still to come — a Carbon Footprint Calculator designed to help project managers measure and improve the environmental impact of their day-to-day activities. Stay tuned for its release later this year.
All these tools are part of a comprehensive training programme developed with real-world needs in mind. Whether you’re managing Erasmus+ projects, planning study tours, or simply aiming to reduce your environmental impact, Green Advisor is a great place to start.
The Green Advisor project will be completed later this year — until then, we invite you to explore the tools, give them a try, and let us know what you think. Together, we can make greener choices the easy ones.
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We were thrilled to welcome our first student group of the season—students and teachers from Gefion Gymnasium in Copenhagen—who kicked off their Icelandic learning adventure with us at GeoCamp Iceland from 24 to 28 March.
Gefion is a returning partner, and we’re always excited to have them back. Their enthusiasm for field-based learning and their engagement with Iceland’s unique landscape make them a perfect fit for GeoCamp’s educational approach.
Over the course of four immersive days, the group explored the dynamic Reykjanes UNESCO Global Geopark, journeyed through the geothermal wonders of the Golden Circle, and travelled along the dramatic South Coast. Their experience blended outdoor exploration with meaningful learning—connecting geology, energy, history, and Icelandic culture.
Highlights included a visit to the Hellisheiði Power Plant and Carbfix project, where students learned about Iceland’s role in carbon capture innovation, standing in awe at Gullfoss waterfall and the geothermal area of Geysir. On the South Coast, they walked the black sands of Reynisfjara and stood at the foot of Sólheimajökull glacier, directly witnessing the impact of climate change. In Reykjavík, students explored the city’s roots and current political landscape. They visited the Settlement Museum, where they traced the earliest days of urban life in Iceland, and took part in an engaging session at City Hall on Icelandic politics, governance, and civic participation.
Gefion’s visit marked a brilliant start to the 2025 season—combining education, nature, and discovery. We’re excited to see many more groups following in their footsteps!
Gefion is a returning partner, and we’re always excited to have them back. Their enthusiasm for field-based learning and their engagement with Iceland’s unique landscape make them a perfect fit for GeoCamp’s educational approach.
Over the course of four immersive days, the group explored the dynamic Reykjanes UNESCO Global Geopark, journeyed through the geothermal wonders of the Golden Circle, and travelled along the dramatic South Coast. Their experience blended outdoor exploration with meaningful learning—connecting geology, energy, history, and Icelandic culture.
Highlights included a visit to the Hellisheiði Power Plant and Carbfix project, where students learned about Iceland’s role in carbon capture innovation, standing in awe at Gullfoss waterfall and the geothermal area of Geysir. On the South Coast, they walked the black sands of Reynisfjara and stood at the foot of Sólheimajökull glacier, directly witnessing the impact of climate change. In Reykjavík, students explored the city’s roots and current political landscape. They visited the Settlement Museum, where they traced the earliest days of urban life in Iceland, and took part in an engaging session at City Hall on Icelandic politics, governance, and civic participation.
Gefion’s visit marked a brilliant start to the 2025 season—combining education, nature, and discovery. We’re excited to see many more groups following in their footsteps!
